16th European Conference on Reading - Book of Abstracts (Parte 1)

PROGRAMME AND ABSTRACTS 16th EUROPEAN CONFERENCE ON READING 1st IBERO-AMERICAN FORUM ON LITERACIES JULY 19 > 22, 2009 > BRAGA, PORTUGAL

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16 EUROPEAN CONFERENCE ON READING th

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CONTENTS 5 6

Welcome from Littera – Portuguese Association for Literacy Welcome from the Chair of the International Development in Europe Committee of the International Reading Association, IDEC

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Local Programme and Organising Committee International Development in Europe Committee of The International Reading Association

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European Conferences on Reading to Date The International Reading Association Award for Innovative Reading Promotion in Europe

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Conference Awards Sponsors and Donors Practical Information Map of the University Campus Location of Sessions (maps) 16th European Conference Programme 16th European Conference Abstracts 1º Fórum Ibero-americano sobre Literacias Palavras de boas vindas . Palabras de bienvenida Comissão organizadora e científica . Comité organizador y científico Informações práticas . Información práctica Programa . Programa Resumos . Resúmenes Index

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Welcome from littera – Portuguese Association for Literacy Bem vindos a Braga!

It is my great pleasure to greet all of you on behalf of Littera – the Portuguese Association for Literacy. For our Association - an affiliate of the International Reading Association and member of its International Development in Europe Committee, since 1997 – it is a real honour to welcome you to Braga and particularly to the University of Minho, where literacy studies thrive by means of its Research Group on Literacies - Discourses and Practices in Educational Contexts.

The logo and the theme of the Conference - “Discovering Worlds of Literacy” - were not chosen by chance. Portuguese history inspired these metaphors. Like the Portuguese sailors, who travelled around the world during the 15th and 16th Centuries “discovering” and “being discovered,” we have envisioned this Conference as a similar opportunity for different worlds to meet; different worlds and ways of researching, teaching, learning and doing the multiple literacies that characterise the semiotic landscapes of today.

For four days, more than 400 researchers and professionals from all five continents will have the opportunity to share and discuss their expertise. We are proud of contributing to the conditions that should make it possible that each individual local literacy experience might be deepened in such a global scenario.

At a time when Portugal is implementing a National Reading Plan, the aims and programme of this Conference - together with those of the 1st Ibero-American Forum on Literacies - also represent an unique opportunity for many Portuguese researchers, teachers and other literacy professionals to confront their experiences on an international level. Consequently, we hope that many fruitful networks may be established during these few days.

The search for better “eduscapes” has supported all the efforts that have been put into organising this Conference. Thus, it is our great desire that it measures up to the expectations of all the participants.

Thank you for joining your efforts with ours!

Maria de Lourdes Dionísio President, littera – Portuguese Association for Literacy

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Welcome from the Chair of International Development in Europe Committee of the International Reading Association Boas vindas da Presidente do ComitĂŠ Europeu da International Reading Association Colleagues and friends in literacy This 16th European Conference marks the celebration of 30 years of European Literacy Collaboration. The growth from a handful of professional visionaries to 32 National associations is a magnificent accomplishment. The visionaries in the 70s did not spare energy or support as they worked for inclusion of all supporting efforts to provide all with the right to school and education. The stories are fascinating whether they are about travel behind, through, or over fences, curtains, and other obstacles, mental or physical. And not just because they are stories well told but because they remind us that, where there is a will, there is a way. Some of the pioneers are still actively supporting our work, thank you for your endless support.

The technical and virtual possibilities to work for literacy have changed immensely since the late 70s and the 80s. But the role of the individual has not changed all that much, has it? Europe is bigger, or at least the European Union is bigger, offering ways and means of collaboration, including non-member neighbours. At the same time, the division between us and them is still present, and the threat of growing nationalism and, as a consequence, protectionist thinking is apparent, so the work needs to continue.

The European National Associations of literacy professionals see the value in our collaboration with the International Reading Association. Although established earlier, the United Kingdom association was chartered as an affiliate in 1962, Denmark and Sweden in 1966, Kosovo and Romania in 2008, and we continue to foresee that new affiliates from our continent will join. Working together with the 32 European Associations and the representatives of the other 68 countries within the International Reading Association is fruitful. We have a lot to gain, and a lot to give.

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The European Conferences are the showcase of our work. They are all both alike and different.

We build on tradition: thirty years of Scandinavian Literacy Conferences, the first in Copenhagen in 1949, growing into thirty years of European Literacy Conferences. This provides stability. What will the next thirty years be like? Also the conferences are different because each local organiser carries a large amount of responsibility and most of the hard work, and this gives the conference its own special atmosphere as the conferences travel across Europe. We will remember Braga and Portugal for the work of Littera, the supporters, the participants, and our own professional growth in this unique milieu. Thank you for that!

As we grow and the world changes, we need to look for new ways to proceed. In Europe we have founded the Federation of European Literacy Associations to help us fund and develop projects within our continent. Most of our voluntary associations have already joined the federation. My vision for the next 30 years is that we continue to work together, side by side, finding our areas of impact within the European Committee of the International Reading Association, within our Federation, the European geographical, cultural, and language areas, our Associations, and within our own personal space. There is work enough for all of us as we strive at providing literacy and peace for all. Enjoy the Conference, I know I will!

Dr Ann-Sofie Selin, Finland Chairperson of the International Development in Europe Committee of the International Reading Association

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Local Programme and Organising Committee Comissão Organizadora Local

International Development in Europe Committee of The International Reading Association

Maria de Lourdes Dionísio Littera, CIEd, Universidade do Minho, PT

The International Development in Europe Com-

José António B. de Carvalho

mittee (IDEC) of the International Reading Asso-

Littera, CIEd, Universidade do Minho, PT

ciation is the co-organiser of the 16th European

Rui Manuel Vieira de Castro

Conference on Reading. IDEC is constituted by

Littera, CIEd, Universidade do Minho, PT

the representatives of 32 National Affiliates of

Maria Alfredo Moreira

the International Reading Association

Littera, CIEd, Universidade do Minho, PT Íris Pereira

Composition of IDEC, 2009

Littera, CIEd, Universidade do Minho, PT Chairperson Ann-Sofie Selin

Cooperation of: Colaboração de:

Austria Jutta Kleedorfer Belgium Flemish Pieter Depessemier Belgium Francophone Serge Terwagne

Paula Guimarães

Bulgaria Lydia Dachkova

UfAE (Unit for Adult Education), University of Minho, PT

Croatia Sanjica Faletar Tanackovic

Joana Sousa

Czech Republic Marie Ernestová

Littera, CIEd, Universidade do Minho, PT

Denmark Karen Maass

Mónica Oliveira

Estonia Meeli Pandis

Littera, CIEd, Universidade do Minho, PT

Finland Lena Hannus-Suksi

Rómina Laranjeira

France Patricia Pluvinage

CIEd, Universidade do Minho, PT

Germany Renate Valtin Greece Eufimia Tafa Hungary János Győri Iceland Erna Árnadóttir Ireland Karen Willoughby Israel Shlomo Alon

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Ex-officio members of the International Reading Association: Janeen Haase, USA Sakil Malik, USA Brenda Towsend, USA

IDEC currently maintains active contact with Kosovo Melinda Mula

Albania, Lithuania and Ukraine and The

Latvia Sandra Kalniņa

International Development in Eurasia

Luxemburg Charles Berg

Committee of the International Reading

Macedonia Anica Petkoska

Association IDEAC:

Netherlands Jeroen Clemens Norway Målfrid Skoglund

Kazakhstan, Sapargul Mirseitova (chair)

Poland Jadwiga Kołodziejska

Georgia, Paata Papava

Portugal Maria de Lourdes Dionísio

Moldova, Nicu Cretu

Romania Ariana-Stanca Văcăreţu

Armenia, Ruzanna Tsarukyan

Russia Natalia Smetannikova

Tajikistan, Zaynidin Mukhtorov

Slovakia Olga Zápotočná Slovenia Silva Novljan Spain Estela D’Angelo Menéndez Sweden Ulla-Britt Persson Switzerland Christine Holliger United Kingdom Henrietta Dombey

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Chairpersons since the beginning in 1979:

European Conferences on Reading to Date Conferências Europeias

Gwen Bray, United Kingdom Ritva Koivusaari (formerly Rauhala), Finland Georges Wirtgen, Luxemburg Alastair Hendry, Scotland Peter Schneck, Austria Ulla-Britt Persson, Sweden Pehr-Olof Rönnholm, Finland Greg Brooks, United Kingdom Eldbjørg T. Lyssand, Norway Gerry Shiel, Ireland Ann-Sofie Selin, Finland

1977, Beaumont-sur-Oise, France 1981, Joensuu, Finland 1983, Viena, Austria 1985, Dublin, Ireland 1987, Salamanca, Spain 1989, Berlin, Germany 1991, Edinburg, Scotland 1993, Malmö, Sweden 1995, Budapest, Hungary 1997, Brussels, Belgium 1999, Stavanger, Norway 2001, Dublin, Ireland 2003, Tallinn, Estonia 2005, Zagreb, Croatia 2007, Berlin, Germany 2009, Braga, Portugal 2011, Mons, Belgium

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16TH EUROPEAN CONFERENCE ON READING

The International Reading Association Award for Innovative Reading Promotion in Europe

Conference Awards Two free registrations for the next European Conference on Reading are offered by the Association that hosts it.

The IDEC initiated Award is presented at the

Brussels at the 10th Conference. The fifth will

1. Best Poster displayed at the Present Conference

be presented here in Braga at the second Plena-

This award is presented at the Closing Session

ry Session. The guidelines are found on the IDEC

to the author of the poster that fulfils the

website www.literacyeurope.org

following criteria: relevance and significance of

European Conferences. The first was given in

content, and quality and design of the presenta-

Previous awardees:

tion. A jury nominated by the organisers will do the evaluation.

1st – 1997, Brussels: A United Kingdom based project implementing a European dimension in pri-

2. Conference Evaluation

mary education through using children’s literature

This award is presented at the Closing Session to the identified author of a drawn at random

2nd – 2001, Dublin: A Croatian Bibliothera-

completed evaluation form.

py project for war-traumatised children

ABLF (Association Belge pour la Lecture) is this year sponsor of the awards

3rd – 2005, Zagreb: “Reading Fun”, an Estonian interactive literature project

4th – 2007, Berlin: “Giving life to letters”, a Portuguese Intervention Program concerned with the development of literacy practices of young children and adolescents.

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Sponsors and Donors Littera and International Development in Europe Committee, IDEC wish to express their gratitude to the following institutions, organisations and companies that generously contributed to the 16th European Conference on Reading

University of Minho, PT Research Centre on Education (CIED), University Minho, PT Unit for Adult Education (UfAE), University of Minho, PT Fundação para a Ciência e a Tecnologia (FCT), PT French Embassady, Institut Franco-Portugais, PT Câmara Municipal de Braga, PT International Reading Association AELE, Asociación Española de Lectura y Escritura (AELE) Cátedra TELÉMACO, Universidad Complutense de Madrid, ES Pearson Foundation, USA Porto Editora, PT Agência de Viagens Caravela, PT Norma Studio – Design SmartClimate (Littera hereby participates in global warming control: this is a SmartClimate Event.

Greenhouse gas emissions from transports of participants to this event are offset by SmartWatt Climate through the annulment of properly audited emission licenses).

The National Reading Plan (LER+) supports the 16th European Conference on Reading and the 1st Ibero-american Forum on Literacies

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Practical information

Conference Dinner Tuesday, 21st July 2009, 19:30

Registration Desk

Prebooked vouchers as well as information

The Conference Registration and Information

about the restaurant will be given out with the

Desk is located in the foyer – ground-floor – of the

registration materials.

building (CP1) where the Conference takes place.

Coffee Breaks Opening times:

Foyer of CP1

Sunday, July 19th

14:30 – 17:00

Monday, July 20th

09:00 – 17:00

Lunches

Tuesday, July 21st

09:00 – 17:00

Information available in the Conference bags

Wednesday, July 22nd

09:00 – 15:00

In the Conference materials you find a list with suggestions about where and what to eat in and

Location of Conference Sessions

around the University Campus

All sessions take place in CP1 (see map)

Internet Plenary Sessions

Free Internet access will be available in SAPIA

Anf. 1 - CP1 – Ground floor

building throughout the Conference (see map) Wireless access to internet is also possible.

Parallel Sessions

Please find information about how to login in

Rooms in the 1st floor of the same building (CP1).

the Conference materials.

Poster Sessions

Photocopying

Ground Floor, around Anf. 1 and Registration Desk.

A range of services is available in the 2nd floor

Presenters should be near their posters during

of CP1.

the scheduled hours (see Programme)

Book Exhibitors Welcome Reception

Wiley-Blackwell

Sunday, 19th July 2009, 18:30

www.wiley.com

Restaurant of the University Campus (see map).

Autêntica & Pedago Edições

This reception is generously supported by

www.autenticaeditora.com.br

Pearson Foundation.

www.edicoespedago.pt

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Universidade do Minho - Campus Gualtar

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01. (CP I) Complexo Pedagógico Pedagogic Building I 02. Grill Universitário Campus Grill 03. Restaurante Universitário Campus Restaurant 04. Refeitório Universitário Campus Refectory 05. SAPIA - Centro Informático SAPIA Informatic Centre - Internet room 06. Biblioteca Library 07. Pavilhão Desportivo Universitário . Loja UM Sports Building . UM Shop

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16TH EUROPEAN CONFERENCE ON READING

(CP I) Complexo Pedag贸gico I Pedagogic Building I Main entrance

Registration area and exhibitors

Access to 1st floor conference rooms to CP2 Library and restaurant

Access to 1st floor conference rooms

Bar

Anf. 1 poster area

Access to 1st floor conference rooms

1.216

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1.214

1.210

1.209

1.212

1.208

1.206

1.218 1.201 1.220 Coming from groundfloor photocopying and printing services From outside

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1.308

1.305 1.303 1.304

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1.310

1.315

1.301

toilettes

1.317

Coming from first floor

1.312

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16TH EUROPEAN CONFERENCE ON READING

16th EUROPEAN CONFERENCE ON READING

PROGRAMME

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SUNDAY, JULY, 19TH . MONDAY, JULY, 20TH

SUNDAY, JULY, 19TH (CP1 - GROUND FLOOR) 14:30-17:00 REGISTRATION (UNIVERSITY OF MINHO, CP1, FOYER) 17:00 OPENING CEREMONY, CP1 - ANF. I PLENARY SESSION I Dra. Teresa CALÇADA (Portugal) “Das Bibliotecas e da leitura: (entre) linhas de um percurso” (On libraries and reading: between the lines of a trajectory) 18:30 RECEPTION (CAMPUS RESTAURANT) . (GENEROUSLY SPONSORED BY PEARSON FOUNDATION, USA) MONDAY, JULY, 20TH - GROUND FLOOR (PLENARY SESSION II) AND 1ST FLOOR (PARALLEL SESSIONS) 11:00 - 12:15 PLENARY SESSION II, CP1 - ANF. I – GROUND FLOOR FIJALKOW, Jacques (Université de Toulouse-le-Mirail, France) Is it possible to efficiently teach reading and writing to all 5- to 7-year-old children?

Presentation of the International Reading Association Award for Innovative Reading Promotion in Europe (CP1 - Anf. I – Ground Floor) RISKO, Victoria (Vice President of the International Reading Association, USA) SELIN, Ann-Sofie (Chair of IDEC, Finland) 12:15 - 14:00 LUNCH

14:00 - 15:30 PARALLEL SESSIONS 1 SESSION 1.1, ROOM 1.208 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES HAASE, Janeen (USA); DACHKOVA, Lydia (Bulgaria); BERNAT, Simona (Romania) The status of teacher education in Eastern Europe and Eurasia SODOGÉ, Anke (Switzerland); GOGG, Karin (Switzerland) Subjective theories of teaching staffs about reading and writing difficulties

COUTINHO, Virgínia (Portugal); AZEVEDO, Fernando (Portugal); PINTO, José (Portugal) Reading literacy in Portugal and in Finland - preliminary study

SESSION 1.2, ROOM 1.209 . SYMPOSIUM (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES Special Interest Group of the International Reading Association Professors of Reading Teacher Educators (USA) STRONG, Mary (USA) (Convenor) Keys to improving instruction and literacy learning Keynote: RISKO, Victoria (USA) Research on Reading Teacher Education: What Have We Learned?

Participants: BLAIR-LARSEN, Susan (USA); ELLIOT-JOHNS, Susan (Canada); CAMPBELL, Terry (Canada); GUNAWARDENA, Delmi (USA); HAID, Lois (USA); KENNEY, Lawrence (USA); KENT, Andrea (USA); ISLAM, Chhanda (USA); MCINTOSH, Janet (Canada); MASZTAL, Nancy (USA); PARKER, Karen (USA); PARKER, Leonard (USA); RUDDEN, Jane (USA); STRONG, Mary (USA); WARNER, Joyce (USA); WOOD, Geralee (USA)

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MONDAY, JULY, 20TH

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SESSION 1.3, ROOM 1.210 . WORKSHOP (90 MIN.) READING AND WRITING FOR CRITICAL THINKING EMMITT, Marie (Australia); WILSON, Lorraine (Australia) A framework for teaching critical literacy SESSION 1.4, ROOM 1.211 . SYMPOSIUM (90 MIN.) PRESCHOOL LITERACY AND EARLY LITERACY MARTENS, Prisca (USA); MANNING, Maryann (USA); BLOCH, Carole (South Africa); GOODMAN, Yetta (USA); SMITH, Pat (Australia); MARTENS, Ray (USA) Learning from young children and discovering their language strengths SESSION 1.5, ROOM 1.212 . PAPER PRESENTATIONS SCHOOLS WHERE LITERACY THRIVES SMETANNIKOVA, Natalia (Russia) SWLT: ten years of research and practice KULBRANDSTAD, Lars Anders (Norway); ENGEN, Thor Ola (Norway) School cultures for literacy development JONES, Joanna (USA); KLARENBEEK, Sandra (USA) Health and Reading: Building Literacy Together SESSION 1.6, ROOM 1.213 . WORKSHOP (90 MIN.) READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES MASON, Linda (USA) Self-regulated Strategy Development instruction for students with low writing performance SESSION 1.7, ROOM 1.214 . WORKSHOP (90 MIN.) ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT JENSEN, Yrsa (Canada); DONOVAN, Joanie (Canada) Assessment for learning inner city schools literacy project - promoting student learning trough a combination of webcasting and face-to-face delivery

SESSION 1.8, ROOM 1.215 . PAPER PRESENTATIONS INTERNATIONAL LITERACY SURVEYS BROZO, William (USA) Why on Earth Do Adolescents Read? What PISA Tells us about Reading Engagement VALTIN, Renate (Germany) Reading competence and Personality characteristics - findings from PIRLS and PISA ANGELOVA, Tatyana (Bulgaria) Differences between girls and boys in process of comprehension in PIRLS’ 2006 results in Bulgaria SESSION 1.9, ROOM 1.216 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES COX, Donna (USA) The synergy of fluency, comprehension and motivation: a case study of six middle school students

PADELIADU, Susana (Greece); FAYE, Antoniou (Greece) Reading performance of Greek young students from urban and rural settings GOMES, Suzana dos Santos (Brazil); CASTANHEIRA, Maria Lúcia (Brazil); GREEN, Judith (USA) Literacy Practices in Secondary School: which learning opportunities do teachers and students create in everyday classrooms?

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MONDAY, JULY, 20TH

SESSION 1.10, ROOM 1.218 . PAPER PRESENTATIONS PRESCHOOL LITERACY AND EARLY LITERACY DOMBEY, Henrietta (UK) Playing with phonics fast and first: mixed messages in the teaching of early reading in England IVARSSON, Lena (Sweden) Early readers literacy activities before school start and through grades one to five MADUREIRA, Cristina (Portugal); FERREIRA, Manuela (Portugal) A is for Window! Children’s social practices in the use of an alphabet book in the context of kindergarden SESSION 1.11, ROOM 1.220 . WORKSHOPS (45 MIN + 45 MIN.) MULTILITERACIES AND NEW LITERACIES PETKOSKA, Anica (Macedonia) Student engagement in learning with web 2.0 VAITTINEN, Pirjo Helena (Finland) Multiple literacies of children and youth in Finland

15:30 - 16:00 COFFEE-BREAK

16:00 - 17:30 PARALLEL SESSIONS 2 SESSION 2.1, ROOM 1.208 . WORKSHOP (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES

HIGGINS, Betty (USA); MILLER, Melinda (USA) ; WILLIAMS, Joan (USA) Graphic Organizers: Mapping the Mind SESSION 2.2, ROOM 1.209 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES BEACH, Sara Ann (USA); WARD, Angela (Canada); HETTINGER, Patricia (USA); COLLINS, Julie (USA) Opportunities to Learn Literacy: children’s Interpretations of Teacher Practices WANG, Xiao-lei (USA); DELANY, Katherine (USA); EBERHARD, Philippe (USA) Effects of Teachers’ scaffolding strategies on children’s early literacy development: a comparative study of chinese and american early literacy programs

HEYNE, Nora (Germany) ; GOELLNER, Richard (Germany) Forms of reading practice at primary school and its importance to the acquisition of reading competence

SESSION 2.3, ROOM 1.210 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES ALVAREZ, Marino (USA); RISKO, Victoria (USA) Mediating Student Understandings and Misunderstandings using electronic journals and dialogues

VALERIE, Lynda (USA); KURKJIAN, Catherine (USA) ; ABADIANO, Helen (USA); ZABA, Megan (USA) Online writing group: impact on teachers as writers and as teachers of writing BRAGA, Junia (Brazil) The emergence of reading skills in English in online learning communities

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MONDAY, JULY, 20TH

16TH EUROPEAN CONFERENCE ON READING

SESSION 2.4, ROOM 1.211 . PAPER PRESENTATIONS PRESCHOOL LITERACY AND EARLY LITERACY MANOLITSIS, George (Greece); TAFA, Eufimia (Greece) Letters Knowledge and Phonological Awareness in Greek Kindergarten Children SILVA, Isabel Leite S. (Portugal); VENTURA, Paulo (Portugal); MORAIS, José (Belgium) Phoneme awareness development is not restricted to the acquisition of letter-phoneme links McLACHLAN, Claire (New Zealand) Enhancing alphabetic and phonological awareness in young children through professional development with teachers: an examination of findings in New Zealand early childhood centres.

SESSION 2.5, ROOM 1.212 . PAPER PRESENTATIONS SCHOOLS WHERE LITERACY THRIVES PRICE, Debra (USA); ROBBINS, Mary (USA); EDMONDSON, Stacey (USA); BREEN, Len (USA); COX, Donna (USA); LANE, Mae (USA) What Principals know about reading matters

RAPHAEL, Taffy (USA) Whole school reform for improving reading and writing instruction in urban U.S. Schools

MEYER-HAMME, Alexa (Germany); GARBE, Christine (Germany) Case study Finland: boosting reading engagement among low performers

SESSION 2.6, ROOM 1.213 . WORKSHOPS (45 MIN.+ 45 MIN.) READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES KENNEDY, Eithne (Ireland); SHIEL, Gerry (Ireland) Improving literacy achievement in disadvantaged primary schools through a research-based approach to intervention

DUNN, Michael (USA) Vocabulary instruction: critical elements, issues and lessons learned

SESSION 2.7, ROOM 1.214 . PAPER PRESENTATION AND WORKSHOP (45 MIN.+ 45 MIN.) ADOLESCENT AND ADULT LITERACIES//FREE PAPER ERNESTOVÁ, Marie (Czech Republic) Understanding neologisms and where they come from

BORBA, Mary Fatima (USA) Preparing Future Teachers: One California Experience

SESSION 2.8, ROOM 1.215 . PAPER PRESENTATIONS ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT

VAN STEENSEL, Roel (The Netherlands); OOSTDAM, Ron (The Netherlands); VAN GELDEREN, Amos (The Netherlands); TRAPMAN, Mirjam (The Netherlands).

Assessing the reading and writing proficiency of at-risk adolescents in multilingual contexts RACKWITZ, Rüdiger-Philipp (Germany) - Presentation in German Standardisierte Testverfahren im Schriftspracherwerb: Kriterien zur Einschätzung ihrer Möglichkeiten und Grenzen als diagnostisches Instrument in der Förderdiagnostik (Standardized tests in the acquisition of reading and spelling: criteria to assess their possibilities and limitations as a diagnostic(al) instrument of reading and orthographic development)

VARIK, Ene (Estonia) Reading literacy of young adults and correlations with sociocultural factors

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MONDAY, JULY, 20TH . TUESDAY, JULY, 21ST

SESSION 2.9, ROOM 1.216 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES McDONALD, Trevor (USA); THORNLEY, Dr.Christina (USA) Adolescent readers and writers: Students as the architects of a literacy curriculum KANSY, Helga (Germany) Welcome to the German Literacy: reflections on teaching adults from culturally diverse backgrounds

CAHILLANE, Siobhan (Republic of Ireland); O’SHEA, Finian (Republic of Ireland); MESSENHEIMER, Trinka (USA) Student teachers’ literacy lives: histories, practices and the construction of identity

SESSION 2.10, ROOM 1.218 . PAPER PRESENTATIONS (FRENCH LANGUAGE) PRESCHOOL LITERACY AND EARLY LITERACY BOURHIS, Veronique (France) - (Powerpoint presentation in French and English detailed) Construction de la représentation de l’acte de lecture chez le jeune enfant en Petite Section de maternelle (2-3 ans)

HANNOUZ, Dominique (France) Stratégie lexicale en première année d’enseignement de la lecture-écriture (Sight-words strategy in first year of learning to read and to write) POMEL, Jocelyne Cussac (France) Du rôle du contexte dans la psychogenèse de l’écrit: variété interfigurale ou autocopie?

SESSION 2.11, ROOM 1.220 . WORKSHOP (90 MIN.) READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES RICHARDS, Janet (USA) Writing Strategies for Young and At-Risk Children

15:30 - 17:30 POSTER SESSION I, GROUND FLOOR (REGISTRATION AREA) . POSTER PRESENTATION (SEE LIST OF POSTERS AT END OF PROGRAMME) PRESCHOOL LITERACY AND EARLY LITERACY Posters 1; 2; 3; 4; 5 LITERACY AND DEMOCRACY Posters 6; 7 TUESDAY, JULY, 21ST (CP1 - 1ST FLOOR) 9:00 - 11:00 PARALLEL SESSIONS 3 SESSION 3.1, ROOM 1.208 . SYMPOSIUM (120 MIN.) PRESCHOOL LITERACY AND EARLY LITERACY DOMBEY, Henrietta (UK); HALL, Kathy (Ireland); DRURY, Rose (UK); SOLER, Janet (UK/New Zealand); WYSE, Dominic (UK) Interdisciplinary perspectives on reading: culture and pedagogy

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TUESDAY, JULY, 21ST

16TH EUROPEAN CONFERENCE ON READING

SESSION 3.2, ROOM 1.209 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES VAN STEENSEL, Roel (The Netherlands); KURVERS, Jeanne (The Netherlands); McELVANY, Nele (Germany); HERPPICH, Stephanie (Germany) The effectiveness of family literacy programs ans relationships with study and program characteristics: results of a meta-analysis BROOKS, Greg (UK) What works for children with literacy dificulties? Evidence from Britain TEMUR, Turan (Turkey) The process of development of Mother Tongue Laboratory ZSIGMOND, Istvan (Romania) Role of conditional knowledge in conscious reading: the integrative model of metacognition

SESSION 3.3, ROOM 1.210 . SYMPOSIUM (ALL DAY) - PRESENTATIONS IN FRENCH SCHOOLS WHERE LITERACY THRIVES LAFONTAINE, Lizanne (Canada) (Convenor) Pratiques et outils pédagogiques en littératie en contexte d’inclusion au Canada francophone: vers la reússite pour tous (Teaching practices and tools for literacy in a context of inclusion in French-speaking Canada: towards success for all)

I - Pratiques pédagogiques au primaire (Practices in Primary Education) Animation/Chair: LECLERC, Martine (Canada)

STANKÉ, Brigitte (Canada) Le rôle de la mémoire lexicale dans l’acquisition des connaissances orthographiques (The role of lexical orthographic memory in spelling performance)

LAFONTAINE, Lizanne et PHARAND, Joanne (Canada) Manifestations non verbales et stratégies d’écoute d’élèves du primaire en contexte d’enseignement (Non verbal expressions and listening strategies among primary school pupils in a teaching context)

LÉPINE, Martin (Canada) Enquête sur les pratiques déclarées et les difficultés rencontrées dans l’enseignement de la littérature à l’école primaire québécoise (Common practices and difficulties in the teaching of literature in Quebec’s elementary school: some elements of the problem)

II - Pratiques pédagogiques au secondaire et au post secondaire (Practices in Secondary Education) Animation/Chair: MOREAU, André C. (Canada)

LACELLE, Natalie (Canada); LEBRUN, Monique (Canada) L’usage des nouvelles littératies dans un contexte d’inclusion dans les classes de secondaire au Québec (Using new literacies in an inclusive context in Quebec classes) SESSION 3.4, ROOM 1.211 . PAPER PRESENTATIONS READING AND WRITING FOR CRITICAL THINKING AL BUSTAMI, Ghanem (United Arab Emirates) Effectiveness of informal educational methodology in teaching & developing reading skills “out-of school” children to increase potential for reintegration into mainstream society

KUO, Jun-min (Taiwan) Adressing gender stereotypes through children’s literature in EFL classroom

PEREDO MERLO, María Alicia (Mexico) Comparison of arguments and argumentative opinion. Highschool students’ case

JÄRVINEN, Heini-Marja (Finland) Towards plurilingual literacy in higher education: reading and writing in disciplines

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TUESDAY, JULY, 21ST

SESSION 3.5, ROOM 1.212 . PAPER PRESENTATIONS ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT ŠAMO, Renata (Croatia) L2 learners and their strategic reading behaviour

WIELER, Petra (Germany) Literacy-Activities and Media Reception of Primary School Children with a Migration Background

BERG, Helen (USA) The role of background knowledge in written voices - can we see?

NAJVAROVÁ, Veronika (Czech Republic); NAJVAR, Petr (Czech Republic) Research on primary school pupils’ reading strategies

SESSION 3.6, ROOM 1.213 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES ZASACKA, Zofia (Poland) Decline of reading culture? From the nationwide surveys in Poland

UUSEN, Anne (Estonia) Reading habits and reading interest of 2nd stages students of basic school in Estonia

PUKSAND, Helin (Estonia) Leisure time and adolescents’ reading habits

MULLER, Karin (Estonia); MAASIK, Virve (Estonia) How do the children read?

SESSION 3.7, ROOM 1.214 . PAPER PRESENTATIONS MULTILINGUAL AND MULTICULTURAL LITERACY BERG, Helen (USA) Bilingual chindren’s written voices - can we see them?

KANSY, Helga (Germany) Living between the lines while writing a bilingual story: on my being lost in translation?

BALÇA, Ângela (Portugal) Literary reading and multicultural reading - ways to a multicultural literacy

GLYNN, Edward (New Zealand) Reading and writing gains for Maori students in mainstream schools: effective partnerships in the Rotorua Home and School Literacy Project (New Zealand) SESSION 3.8, ROOM 1.215 . PAPER PRESENTATIONS LITERACY AND LIBRARIES SABLJAK, Ljiljana (Croatia); GABRIEL, Dunja Marija (Croatia) The right of literacy and knowledge

GODENIR, Anne (Belgium) - (Powerpoint in French and (more detailed) in English) Rôle des bibliothèques dans le processus d’alphabétisation des adultes TODOROV, Nada (Serbia) Function of libraries and internet in purpose of achieving learning while implementation of Bologna process

JAMNIK, Tilka (Slovenia) The Slovene Library-Museum Mega Quiz, a modern form of library-information literacy project

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6/29/09 3:19 AM

TUESDAY, JULY, 21ST

16TH EUROPEAN CONFERENCE ON READING

SESSION 3.9, ROOM 1.216 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES HILL, K. Dara (USA) A first grade teacher’s negotiation of book clubs in a high achieving, high poverty Detroit public school

ARAVANI, Evelyn (Greece) The “Hour of Literature”: a “different” approach of teaching literature ERICSON, Britta (Sweden) Is teaching reading a way to get children to function well in school?

O’CALLAGHAN, Catherine (USA) Approximations of practice: a framework for developping literacy coaches in graduate programs

SESSION 3.10, ROOM 1.218 . PAPER PRESENTATIONS READING AND WRITING FOR CRITICAL THINKING//LITERACY TEACHERS AND TEACHING STRATEGIES COSTA, Paulo (Portugal) Adapting literacy texts for children: looking after Lilliput, seducing Gulliver or seeking the Treasure Island?

LEBRUN, Marlene (France) - Presentation in French Rapport à la lecture littéraire, pensée critique et engagement (Relationship with the reading of literary texts, critical thinking and commitment)

BEAUDRY, Marie-Christine (Canada); NOËL-GAUDREAULT, Monique (Canada) Explorer la littérarité au secondaire à travers le roman contemporain (Exploring Literarity at the Secondary Level Through a Contemporary Novel)

LAROUI, R’kia (Canada) Entrer dans la culture par la lecture autonome-guidée (Enter in the culture by the guided autonomous reading)

SESSION 3.11, ROOM 1.220 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES BEACH, John (USA) Discovering crucial comprehension: the guided reasoning activity (GRA)

BLAZESKA-TABAKOVSKA, Natasha (Macedonia); JANUSHEVA, Violeta (Macedonia) Group work and assessment: effects of individual work on group success

GAVRIS-PASCU, Rodica-Gabriela (Romania) Worth to try! The Word Wall

GLEESON, Martin (Ireland) A Strategic Approach to the Enhancement of Children’s Comprehension Development 11:00 - 11:30 COFFEE-BREAK 9:30 - 11:30 POSTER SESSION II, GROUND FLOOR (REGISTRATION AREA) . POSTER PRESENTATION (SEE LIST OF POSTERS AT END OF PROGRAMME)

ADOLESCENT AND ADULT LITERACIES Posters 8; 9; 10; 11; READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES Poster 12 LIFELONG LEARNING AND LITERACY Poster 13

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TUESDAY, JULY, 21ST

11:30 - 13:00 PARALLEL SESSIONS 4 SESSION 4.1, ROOM 1.208 . PAPER PRESENTATIONS PRESCHOOL LITERACY AND EARLY LITERACY ANDERSON, Jim (Canada); ANDERSON, Ann (Canada); LYNCH, Jacqueline (Canada); KIM, Ji Eun (Canada); SHAPIRO, Jon (Canada) Do parents’ questions in shared book reading relate to children’s early literacy knowledge?

FROMENT, Mireille (France) - Presentation in French Mouvements discursifs et mouvements interprétatifs dans des dialogues en maternelle autour d’albums (Discursive and Interpretative Moves in Dialogues: Reading Album at Nursery School)

VERTALIER, Martine (France); ESPINOSA, Natacha (France) - (Powerpoint presentation in French and English-detailed) Lire aux enfants ou leur raconter des histoires? Pratiques diférents, effets différents pour la littératie émergent

SESSION 4.2, ROOM 1.209 . SYMPOSIUM (90 MIN.) READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES GOODMAN, Ken; STRAUSS, Steven (USA) The brain’s mechanisms for guessing and constructing meaning in Reading and in General

SESSION 3.3 (CONTD.), ROOM 1.210 . SYMPOSIUM (CONTD) (SEE TUESDAY, 9:00 - 11:00) SCHOOLS WHERE LITERACY THRIVES Continuation of the Symposium Pratiques et outils pédagogiques en littératie en contexte d’inclusion au Canada francophone: vers la reússite pour tous - Convenor: LAFONTAINE, Lizanne

II - Pratiques pédagogiques au secondaire et au post secondaire (Practices in Secondary Education) Animation/Chair: MOREAU, André C.

CARIGNAN, Isabelle (Canada) Comparaison du degré de compréhension à l’écran et sur papier chez les élèves de 1re et de 3e secondaire (Comparison of the degree of comprehension on screen and on paper text of students in grade-7 & grade-9)

DUMAIS, Christian (Canada) Les impacts positifs de l’évaluation par les pairs à l’oral, (The positive impacts of peer review on oral communication)

LAFONTAINE, Lizanne (Canada); BLAIN, Sylvie (Canada); DUMAIS, Christian (Canada) Enseigner l’oral au Québec et au Nouveau-Brunswick francophone (Teaching oral communication in Quebec and New-Brunswick: high school pupils’ and teachers’ representations) SESSION 4.3, ROOM 1.211 . WORKSHOPS (45 MIN.+ 45 MIN.) READING AND WRITING FOR CRITICAL THINKING//LITERACY TEACHERS AND TEACHING STRATEGIES BUKOWIECKI, Elaine (USA) Discovering how to be critical readers and writers in varied content subjects

BREEN, Leonard (USA) Picture This

SESSION 4.4, ROOM 1.212 . SYMPOSIUM (90 MIN.) LITERACY AND DEMOCRACY HARVEY, David (USA); PEREZ, Roberto (USA); MULLAN, Pamela (USA) Creating and sustaining literacy: a grassroots and community approach

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6/29/09 3:19 AM

TUESDAY, JULY, 21ST

16TH EUROPEAN CONFERENCE ON READING

SESSION 4.5, ROOM 1.213 . PAPER PRESENTATIONS MULTILITERACIES AND NEW LITERACIES LOHEMAN, Susanne (SWEDEN); HOLMGREN, Agneta (Sweden) Living books - Library and computer in cooperation SOUSA, Alcina Maria (Portugal) EFLit Education in the Digital Era: EFL Undergraduates’ Reading habits in retrospect (1998-2008) GUERRA, Joaquim (Portugal) ICT and literacy development in the language classroom. Some (mis)understandings (?)

SESSION 4.6, ROOM 1.214 . SYMPOSIUM (90 MIN.) - IN ENGLISH AND SPANISH MULTILINGUAL AND MULTICULTURAL LITERACY FLORES, Barbara (USA); ALTWERGER, Bess (USA); MACHADO-CASAS, Margarita (USA) Multiliteracy and Multiculturalism: its ideology, politics, research and pedagogy SESSION 4.7, ROOM 1.215 . PAPER PRESENTATIONS LITERACY AND LIBRARIES GUSTAFSON, Kerstin (Sweden) Can anybody work in the school library?

KALNINA, Sandra (Latvia); KALVE, Aija (Latvia) Diverse possibilities of using the critical thinking approach in school libraries for promoting reading DUJMOVIC, Danko (Croatia); SUDAREVIC, Ana (Croatia) Reading history: multidisciplinary workshop in school library SESSION 4.8, ROOM 1.216 . SYMPOSIUM (90 MIN.) INTERNATIONAL DEVELOPMENT IN EUROPE COMMITTEE (IDEC) OF THE INTERNATIONAL READING ASSOCIATION

Chair: SELIN, Ann-Sofie IDEC 30 years – from Visions to Future in Literacy Europe Participants: BROOKS, Greg (UK); PANDIS, Meeli (Estonia); PERSSON, Ulla-Britt (Sweden); SHIEL Gerry (Ireland) SESSION 4.9, ROOM 1.218 . SYMPOSIUM (90 MIN.) - (POWERPOINT IN FRENCH AND (MORE DETAILED) IN ENGLISH) LITERACY TEACHERS AND TEACHING STRATEGIES

TERWAGNE, Serge (Belgium) (Convenor) Comment enseigner la littérature (de jeunesse) aux élèves de 3 à 12 ans?

(How to teach (youth) literature to students from 3 to 12 years old ?)

Participants: TERWAGNE, Serge (Belgium); VANESSE, Marianne (Belgium) Diversifier les types de lecture interactive d’albums avec les enfants d’âge préscolaire (Diversifying the reading approaches of read-aloud storybooks for preschool children) DELEUZE, Graziella (Belgium) Utiliser l’intertextualité dans les albums pour initier les enfants du primaire à la culture littéraire (Intertextuality in picture books : an approach to literary culture in primary classes)

FIRMANI, Belinda (Belgium) Le défi-lecture, un dispositif pour favoriser l’investissement de jeunes lecteurs de 10 à 12 ans (The reading-challenge : a didactical approach fostering the involvement of young readers aged 10 to 12 into the reading process)

COLLARD-DESPY, Isabelle (Belgium) Réécrire Roméo et Juliette en 6e primaire (Rewriting Romeo and Juliet in the 6th grade)

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6/29/09 3:19 AM

TUESDAY, JULY, 21ST

SESSION 4.10, ROOM 1.220 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES//READING AND WRITING FOR CRITICAL THINKING GEFFROY KONŠTACKÝ, Daniele (Czech Republic); DOLEŽALOVÁ, Jana (Czech Republic) - Presentation in French Développer ses compétences de lecture: um plaisir avec de DVD SULLI (Developing reading skills: a pleasure with the DVD-ROM SULLI)

CIASCAI, Liliana (Romania); MARCHIS, Julianna (Romania) - Presentation in French L’éducation aux médias dans les écoles roumains (Media Education in Romanian Schools)

HATZIMAVROUDI, Eleni (Greece) Teaching and learning Ancient Greek in Greece and Multimodality

14:30 - 15:30 PARALLEL SESSIONS 5 SESSION 5.1, ROOM 1.208 . PAPER PRESENTATIONS PRESCHOOL LITERACY AND EARLY LITERACY IVARSSON, Lena (Sweden) Different learning environments and their impact on reading development CADIMA, Joana (Portugal); PEIXOTO, Carla (Portugal); LEAL, Teresa (Portugal); GAMELAS, Ana Madalena (Portugal) Literacy practices and skills: from preschool to first grade

SESSION 5.2, ROOM 1.209 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES LYSSAND, Eldbjorg T. (Norway) Reading in the content area

SPOR, Mary (USA); SCHNEIDER, Barbara Kane (USA); MILES, Catherine Powell (USA) Strategic reading: navigating through content texts

SESSION 3.3 (CONTD.), ROOM 1.210 . SYMPOSIUM (CONTD) (SEE TUESDAY, 9:00 - 11:00) SCHOOLS WHERE LITERACY THRIVES Continuation of the Symposium Pratiques et outils pédagogiques en littératie en contexte d’inclusion au Canada francophone: vers la reússite pour tous - Convenor: LAFONTAINE, Lizanne

II - Pratiques pédagogiques au secondaire et au post secondaire (Practices in Secondary Education) Animation/Chair: MOREAU, André C. (Canada) ROBERGE, Julie (Canada) La compréhension des commentaires par des étudiants de première session de cégep lors de la correction de leur analyse littéraire (What first-semester students understand of their teacher’s comments on their marked literary analyses)

KAZADI, Corneille (Canada) Mathématiques et littératie: perspectives didactiques (Mathematics and literacy : didactics perpectives)

SESSION 5.3, ROOM 1.211 . PAPER PRESENTATIONS - GERMAN LANGUAGE LITERACY TEACHERS AND TEACHING STRATEGIES

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GESSNER, Elisabeth (Germany); KUHLEY, Horst Paul (Germany) Lese-Aktivitäten in der Sekundarschule richtig planen (How to plan reading activities in secondary schools) (How to plan reading activities in secondary schools)

KLEY, Susanne (Germany) Professionalisierung am Beispiel von Alphabetisierung und Grundbildung in der Bundesrepublik Deutschland (Professionalisation of alphabetisation and basic education in Germany)

6/29/09 3:19 AM

TUESDAY, JULY, 21ST

16TH EUROPEAN CONFERENCE ON READING

SESSION 5.4, ROOM 1.212 . WORKSHOP (45 MIN.) FRENCH LANGUAGE LITERACY TEACHERS AND TEACHING STRATEGIES PLUVINAGE, Patricia (France); DAUGUET, Laurence (France); PIRIOU, Michel (France); DECHAMPS, Alain (France) Présentation d’un outil logiciel multilingue pour la lecture: Idéographix (Presentation of a multilingual software for the reading: Idéographix)

SESSION 5.5, ROOM 1.213 . WORKSHOP (45 MIN.) PRESCHOOL LITERACY AND EARLY LITERACY ISLER, Dieter (Switzerland) Self-regulated strategy development for expressive writing and learning disabled students: an experimental study

SESSION 5.6, ROOM 1.214 . ROUND TABLE DISCUSSION (60 MIN.) MULTILINGUAL AND MULTICULTURAL LITERACY KUHLEY, Horst Paul (Germany); GESSNER, Elisabeth (Germany) Migration and language problems in German schools

SESSION 5.7, ROOM 1.215 . ROUND TABLE (60 MIN.) READING AND WRITING FOR CRITICAL THINKING MIRSEITOVA, Sapargul (Kazakhstan); KOPBAEVA, Zeinegul (Kazakhstan); RYSBAEVA, Arshagul (Kazakhstan) Study groups. Growing together through reading engagement

SESSION 5.8, ROOM 1.216 . ROUND TABLE (60 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES BROMLEY, Karen (USA); ELLIOTT, Joan (USA); JONSON, Kathleen (USA); REINKEN, Barbara (USA) Practicum and clinic experiences to prepare ‘best-practice’ reading specialists SESSION 5.9, ROOM 1.218 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES DEPESSEMIER, Pieter (Belgium); ANDRIES, Caroline (Belgium) The specificity of dyslexia in +16 yo students

PIASECKI, Peter (Germany) - Presentation in German Erfassung und Entwicklung des Leseverständnisses von Tabellen, Graphiken und technisch strukturierten Zeichnungen – Eine Untersuchung bei Jugendlichen und jungen Erwachsenen mit Behinderungen in Ausbildung (Diagnostic and development of reading comprehension for tables, graphs and technical drawings – A study with young people with handicaps in vocational training)

SESSION 5.10, ROOM 1.220 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES MARTINS, Maria Esperança (Portugal) Mother tongue textbooks and acquisition/development of reading comprehension competences

SILVA, Luciana de Oliveira (Brazil); AUGUSTO, Rita de Cássia (Brazil) Between the ideal and the real: reading activities in English course books in the brazilian educational context

15:30 - 16:00 COFFEE-BREAK

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TUESDAY, JULY, 21ST

14:30 - 16:30 POSTER SESSION III . GROUND FLOOR (REGISTRATION AREA) . POSTER PRESENTATION (SEE LIST OF POSTERS AT END OF PROGRAMME) LITERACY TEACHERS AND TEACHING STRATEGIES Posters 14; 15; 16; 17 ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT Poster 18 FREE PAPER Poster 19; 20; 21 16:00 - 17:30 PARALLEL SESSIONS 6 SESSION 6.1, ROOM 1.208 . WORKSHOP (90 MIN.) PRESCHOOL LITERACY AND EARLY LITERACY TREHEARNE, Miriam P. (Canada) Literacy development in early childhood: the story of one system’s successful kindergarten initiative

SESSION 6.2, ROOM 1.209 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES//MULTILITERACIES AND NEW LITERACIES LETOUZÉ, Nathalie (Brazil); BARBATO, Silviane (Brazil) Critical literacy and the process of reading in High School in Distrito Federal, Brazil

PEREIRA, Íris Susana (Portugal) Learning literacy, learning language: supporting theory with linguistic and educational research

SILVERS, Penny (USA) Early multiliteracies: and expanded perspective

SESSION 3.3 (CONTD.), ROOM 1.210 . SYMPOSIUM (CONTD) (SEE TUESDAY, 9:00 - 11:00) SCHOOLS WHERE LITERACY THRIVES Continuation of the Symposium Pratiques et outils pédagogiques en littératie en contexte d’inclusion au Canada francophone: vers la reússite pour tous - Convenor: LAFONTAINE, Lizanne III - Pratiques pédagogiques en gestion scolaire (Practices in Education Authorithy) Animation/Chair: LAFONTAINE, Lizanne (Canada) LECLERC, Martine (Canada) & MOREAU, André C. (Canada) Le travail en communauté d’apprentissage peut-il favoriser la réussite en littératie?

(Can Professional Learning Communities Promote Success in Literacy?)

MOREAU, André C. (Canada), LECLERC, Martine (Canada) , PRUD’HOMME, Roger (Canada) Comment les données d’apprentissage peuvent-elles contribuer à la différenciation pédagogique en lecture?

(How Can Learning Data Contribute to Pedagogical Differentiation in Reading?)

RUEL, Julie (Canada), MOREAU, André C. (Canada) & LECLAIR-ARVISAIS, Lucie (Canada) Littératie et handicap: vers un changement de perspective (Literacy and Handicap: Towards a Change of Perspective)

Synthèse : LECLERC, Martine (Canada) SESSION 6.3, ROOM 1.211 . SYMPOSIUM (90 MIN.) READING AND WRITING FOR CRITICAL THINKING

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KASTEN, Wendy C. (USA); MORGAN, Denise (USA); BINTZ, Bill (USA); MOORE, Sara Delano (USA); WILFONG, Lori (USA); SANDMANN, Alexa (USA) Connecting Reading, Writing & Critical Thinking with Literature

6/29/09 3:19 AM

TUESDAY, JULY, 21ST

16TH EUROPEAN CONFERENCE ON READING

SESSION 6.4, ROOM 1.212 . PAPER PRESENTATIONS ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT GONÇALVES, Carolina (Portugal); SOUSA, Otília (Portugal) - Presentation in Portuguese and slides in French Compreensão leitora e competência escrita em alunos de ascendência africana em Portugal (Reading understanding and writing ability of Portuguese students with African ancestry) ESPINOSA, Natacha (France) - Powerpoint presentation in French and English (detailed) Evaluer la compréhension de textes par des élèves de 8 à 11 ans. Analyse linguistique de ce que les élèves écrivent pour montrer ce qu’ils comprennent FOUCAMBERT, Denis (Canada); TANGUAY, Félix (Canada) - Presentation in French Développment de la connaissance morphologique en lecture chez les élèves du primaire: l’influence de la redondance morphosyntaxique des marques du pluriel (Development of Morphological Awareness in Reading in Elementary School Children: the Influence of the Morphosyntactic Redundancy of French Plural Markers)

SESSION 6.5, ROOM 1.213 . WORKSHOP (90 MIN.) LITERACY AND DEMOCRACY CRAWFORD, Alan (USA) - Presentation in Spanish El pensamiento crítico: una base de la democracia en la escuela

SESSION 6.6, ROOM 1.214 . PAPER PRESENTATION + WORKSHOP (45 MIN. + 45 MIN.) MULTILINGUAL AND MULTICULTURAL LITERACY MOURÃO, Sandie (Portugal) Multilingual use of the multimodal: picture books in an English language class BROWN, Fran (USA); FRIEL, Mary Jean (USA) Discovering the world through books

SESSION 6.7, ROOM 1.215 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES//READING AND WRITING FOR CRITICAL THINKING OUELLET, Chantal (Canada); DESPEIGNES, Marie-Alex (Canada); BOUCHARD, Sonya (Canada); BOISVERT, Giselle (Canada) Presentation in French (Powerpoint in English) Lire et mieux comprendre en classe de français mais aussi dans d’autres matières scolaires: une étude sur le réemploi de stratégies de compréhension au secondaire (Reading and understanding better in French and other subjects: a study of the application of comprehension strategies in high school) CARVALHO, José António (Portugal) Developing writing abilities in Portuguese University Students - different approaches in discussion

VACARETU, Ariana - Stanca (Romania) Reading and writing for understanding mathematical concepts

SESSION 6.8, ROOM 1.216 . WORKSHOP (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES WILLIAMS, Joan (USA); COX, Donna (USA); HIGGINS, Betty (USA); MILLER, Melinda (USA) Moving beyond definitions: vocabulary development for Elementary and Middle School students

SESSION 6.9, ROOM 1.218 . SYMPOSIUM (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES CREMIN, Teresa (UK); COLLINS, Fiona (UK); MOTTRAM, Marilyn (UK); POWELL, Sacha (UK) Teachers as readers: building communities of readers (2007-8)

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6/29/09 3:19 AM

TUESDAY, JULY, 21ST . WEDNESDAY, JULY, 22ND

SESSION 6.10, ROOM 1.220 . PAPER PRESENTATIONS LITERACY AND LIBRARIES KOLMAN FINZGAR, Bozena (Slovenia) Books on holidays

POLYZON, Agapi - Stamoulia (Greece) Engaging children with libraries by designing and conducting library museum-pedagogic educational programs

STEPNIEWSKA, Dominika (Poland) Activity of Polish public libraries in favour of the local environment

WEDNESDAY, JULY, 22ND (CP1 - 1ST FLOOR) 9:00 - 10:30 PARALLEL SESSIONS 7 SESSION 7.1, ROOM 1.208 . WORKSHOP (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES LAURIE, June (Australia) A Simple Vocabulary Program to help Adolescent readers acquire new words

SESSION 7.2, ROOM 1.209 . SYMPOSIUM (90 MIN.) READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES WILKINSON, Louise (USA); SILLIMAN, Elaine R. (USA); BAHR, Ruth H. (USA) Spelling as a window into cultural and linguistic diversity - theoretical, instructional and diagnostic implications

SESSION 7.3, ROOM 1.210 . PAPER PRESENTATIONS - FRENCH LANGUAGE LITERACY TEACHERS AND TEACHING STRATEGIES LABRECQUE, Anne-Marie (Canada); MORIN, Marie-France (Canada); MONTÉSINOS-GELET, Isabelle (Canada); LAVOIE, Natalie (Canada) - (PowerPoint presentation in French and English) L’enseignement et l’apprentissage de la graphomotricité au début du primaire (Teaching handwriting to beginning writers) GAGNON, Renée (Canada); ZIARKO, Hélène (Canada) Développer la littératie au 1er cycle du primaire: enseigner à lire des textes informatifs pour soutenir l’écriture de textes documentaires REULIER, Jocelyn (France) Le rôle des interactions et de la metacognition dans le developpment de la comprehension de lecture à la fin du primaire SESSION 7.4, ROOM 1.211 . WORKSHOP (90 MIN.) MULTILITERACIES AND NEW LITERACIES GREEN, Judith (USA); CASTANHEIRA, Maria Lúcia (Brazil) - Presentation in English and in Portuguese Examining roots and routs to learning: an interactional ethnographic approach

SESSION 7.5, ROOM 1.212 . SYMPOSIUM (90 MIN.) MULTILINGUAL AND MULTICULTURAL LITERACY REEDER, Ken (Canada); SHAPIRO, Jon (Canada); WAKEFIELD, Jane (Canada) A computer based reading tutor for young English language learners: recent research on proficiency gains and affective response

SESSION 7.6, ROOM 1.213 . WORKSHOP (90 MIN.) PRESCHOOL LITERACY AND EARLY LITERACY MILLER, Melinda (USA); HIGGINS, Betty (USA); WILLIAMS, Joan (USA) Strategies to help emergent readers

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6/29/09 3:19 AM

WEDNESDAY, JULY, 22ND

16TH EUROPEAN CONFERENCE ON READING

SESSION 7.7, ROOM 1.214 . PAPER PRESENTATIONS MULTILINGUAL AND MULTICULTURAL LITERACY KULBRANDSTAD, Lise Iversen (Norway); DANBOLT, Anne Marit Vesteraas (Norway) Creating multilingual awareness and curiosity as a bridge to literacy

WARD, Angela (Canada); COURTLAND, Mary Clare (Canada); JOHNSTON, Ingrid (Canada); BAINBRIDGE, Joyce (Canada) The Canadian dream and classroom reality: supporting pre-service teachers in multicultural education SANTOS, Leonor (Portugal) Let’s read and see if we catch anything? - Reflections on Portuguese Secondary level students’ multilingual literacy

SESSION 7.8, ROOM 1.215 . PAPER PRESENTATIONS LIFELONG LEARNING AND LITERACY//ADOLESCENT AND ADULTS LITERACY VAN HATTUM-JANSSEN, Natascha (Portugal); CARVALHO, José António (Portugal) Transversal competencies in first year subjects: preparing for lifelong learning

BARBEIRO, Luís Filipe (Portugal); JOÃO, Cláudia (Portugal); SANTOS, Susana (Portugal) From school to job and again to school: the pathways of literacy

ÁVILA, Patrícia (Portugal) A literacia dos adultos portugueses (The Literacy of Portuguese Adults)

SESSION 7.9, ROOM 1.216 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES FAYE, Antoniou (Greece); PADELIADU, Susana (Greece) Self-regulated strategy development for expressive writing and learning disabled students: an experimental study

KLOP, Daleen (South Africa) The narrative skills of young readers with normal reading comprehension and with specific comprehension deficits

VALE, Ana Paula (Portugal); VIANA, Fernanda Leopoldina (Portugal); SUCENA, A. (Portugal) Effects of context, graphemic complexity, syllabe length and lexicality among dyslexics and normal progressing readers of Portuguese

SESSION 7.10, ROOM 1.218 . ROUND TABLE DISCUSSION (90 MIN.) SESSION SPONSORED BY THE FEDERATION OF EUROPEAN LITERACY ASSOCIATIONS (FELA).

Chair: SHIEL, Gerry Current Literacy Issues in Europe Special guest: Karin Plötz, Frankfurt Book Fair (Literacy Campaign)

SESSION 7.11, ROOM 1.220 . PAPER PRESENTATIONS LITERACY TEACHERS AND TEACHING STRATEGIES ALTENBURG, Erika (Germany) Teaching strategies for individual development of reading literacy

SÁ, Cristina Manuela (Portugal) Teaching Portuguese for the development of transversal competences

SILVA, Maria Encarnação (Portugal); SOUSA, Otília (Portugal); GONÇALVES, Carolina (Portugal) - Presentation in Portuguese and French À roda dos livros (Around the books)

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WEDNESDAY, JULY, 22ND

10:30 - 11:00 COFFEE-BREAK

11:00 - 12:30 PARALLEL SESSIONS 8 SESSION 8.1, ROOM 1.208 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES ADDEY, Camilla (France) Readers and non-readers - an insight into Early Literacy

STEWART, Joan (Australia) The essential question: what happens to student achievement when teachers’ knowledge and understanding of writing and their capacity to teach writing improves?

KAARTINEN, Vuokko (Finland) Who am I as a teacher of writing - exploring student teachers’ identities

SESSION 8.2, ROOM 1.209 . WORKSHOP (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES REED, Ann (USA); DRYDEN, Lisa (USA) Effective literacy practices for teachers in a global society: research based scaffolding strategies to support students on their journey as readers and writers SESSION 8.3, ROOM 1.210 . PAPER PRESENTATION + WORKSHOP (30 MIN.+ 45 MIN.) LITERACY AND DEMOCRACY//PRESCHOOL LITERACY AND EARLY LITERACY PANDIS, Meeli (Estonia); LEPIK, Aira (Estonia); RATASEP, Anu (Estonia); LUKANENOK, Kadi (Estonia) Non-governmental organization as marketing practice framework: Estonian Reading Association from the Year of Book (2000) to the Year of Reading (2010)

LAAMAN, Anneli (Estonia); VESIKO-LIINEV, Maili (Estonia) Reading Nest (International Reading Association Award for Innovative Reading Promotion in Europe, 2009)

SESSION 8.4, ROOM 1.211 . PAPER PRESENTATIONS MULTILITERACIES AND NEW LITERACIES HERMOSA, Nemah (Philippines) The iSchools Project: enhancing the language arts curriculum through computer-based learning objects LOBIANCO, Terezinha Benevides (Brazil) The interaction of language and para-language unveiling new meanings for new readers CARIGNAN, Isabelle (Canada); CARON, Annabelle (Canada) Factors influencing the selection of hyperlinks by students in grade 7 and grade 9

SESSION 8.5, ROOM 1.212 . PAPER PRESENTATIONS READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES DANNECKER, Wiebke (Germany); BUCHMANN, Ulrike (Germany) Social contextualisation matters: learning to read with the help of Mentor

SALZMANN, Therese (Switzerland) - Presentation in French Raconte-moi une histoire (Share a story - family literacy)

RUJAS PASCUAL, Irene (Spain); CUEVAS, Isabel (Spain); CASLA, Marta (Spain); GONZÁLEZ-LAMAS, Jara (Spain) - Presentation in Spanish Modos de acceso a la literatura en contextos informales urbanos

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WEDNESDAY, JULY, 22ND

16TH EUROPEAN CONFERENCE ON READING

SESSION 8.6, ROOM 1.213 . PAPER PRESENTATIONS PRESCHOOL LITERACY AND EARLY LITERACY STELLAKIS, Nektarios (Greece); KONDYLI, Marianna (Greece) Children’s utilization of written language in meaningful situations: literacy events in role play contexts

STREELASKY, Jodi (Canada) Preschool children’s use of photography to document their out-of-school literacy practices and partners

GRIFFITH, Priscilla (USA) Accelerating the literacy learning of at-risk children in early childhood classrooms

SESSION 8.7, ROOM 1.214 . PAPER PRESENTATIONS MULTILINGUAL AND MULTICULTURAL LITERACY VELTEN, Claire-Lise (France); VALIN, Anne (France); OPPILLARD, Thierry (France); LECOQ, Dorinda Davis (France) Langue des signes. Voix de la lecture pour les élèves sourds (Sign Language: voice of reading for the deaf pupils)

PACHECO, Denise (China) Linguistic-cultural frictions in Macau: a discoursive aproach

DAMBER, Ulla (Sweden) Perspectives on some multicultural learners’ reading and schooling

SESSION 8.8, ROOM 1.215 . SYMPOSIUM (90 MIN.) LITERACY TEACHERS AND TEACHING STRATEGIES HOLLE, Karl (Germany); GARBE, Christina (Germany); WEINHOLD, Swantje (Germany) Key elements for improving teaching adolescent struggling readers. Research findings about good practice in 11 European Countries (Socrates-Project ADORE)

SESSION 8.9, ROOM 1.216 . SYMPOSIUM (90 MIN.) WORKPLACE LITERACIES ELFERT, Maren (Germany) Current research on workplace literacy in Europe

SESSION 8.10, ROOM 1.218 . PAPER PRESENTATIONS LITERACY AND DEMOCRACY//MULTILITERACIES AND NEW LITERACIES BOECK, Margit (Austria) Informationhabitus, New Literacy Studies and the Social Semiotic Theory of Multimodality: tools for investigating social inequalities and literacy GUIMARÃES, Paula (Portugal); CASTRO, Rui (Portugal); DIONÍSIO, M. Lourdes (Portugal) Literacies in the workplace: changes in the importance given to reading and writing in a changeable industrial context

HSIEH, Ivy Haoyin (USA) Multiliteracies of a boy from working class immigrant family

SESSION 8.11, ROOM 1.220 . PAPER PRESENTATIONS - FRENCH LANGUAGE LITERACY TEACHERS AND TEACHING STRATEGIES LEVESQUE, Jean-Yves (Canada); LAVOIE, Natalie (Canada); MARIN, Jessy (Canada) Étayage d’enseignants et écriture en dyades chez de jeunes scripteurs (Teachers’ scaffolding and writing in dyads among young writers)

LE BOURGEOIS, Roselyne (France); REBIFFE, Catherine (France) - Power Point in English Faire écrire de jeunes élèves (8-11 ans) en classe d’histoire à l’école élémentaire: quelles consignes pour quelles compétences?

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WEDNESDAY, JULY, 22ND

12:30 - 14:00 LUNCH

14:00 - 15:00 PARALLEL SESSIONS 9 SESSION 9.1, ROOM 1.208 . ROUND TABLE (60 MIN.) LITERACY AND LIBRARIES BLAZSANI-BATTO, Iosefina (Romania) How to seduce the reader - the story of a reading partnership

SESSION 9.2, ROOM 1.209 . WORKSHOP (45 MIN.) LITERACY AND LIBRARIES CELIC-TICA, Veronika (Croatia); BUTORAC, Zeljka (Croatia) Easy to read material helping in literacy programs for people with disabilities

SESSION 9.3, ROOM 1.210 . PAPER PRESENTATIONS FREE PAPERS USACHEVA, Irina (Russia) Reading Researchers Associaton of Russia: 20 years of activity MUKHTOROV, Zaynidin (Tajikistan) About govermental strategic goals in Tajikistan and risk factors in social and education system

SESSION 9.4, ROOM 1.211 . PAPER PRESENTATIONS LIFELONG LEARNING AND LITERACY BROOKING, Trish (New Zealand) Life-long learning and literacy development: what role does children’s literature play?

MORRONE, Adolfo (Italy) Reading books: the role of early learning and long life learning

SESSION 9.5, ROOM 1.212 . PAPER PRESENTATIONS ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT MAGNO, Isabel (Portugal); PORTELA, Goreti (Portugal); GOMES, Inês (Portugal) Reading and spelling precursors: a study with just-entered school children

SESSION 9.6, ROOM 1.213 . PAPER PRESENTATIONS MULTILITERACIES AND NEW LITERACIES//MULTILINGUAL AND MULTICULTURAL LITERACY COHEN, Vicki (USA) Using technology to promote best practices in reading comprehension

NIEVES, Yully (USA) Spanish for specific purposes: new literacies for a global workforce

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WEDNESDAY, JULY, 22ND

16TH EUROPEAN CONFERENCE ON READING

SESSION 9.7, ROOM 1.214 . PAPER PRESENTATIONS ADOLESCENT AND ADULT LITERACIES// READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES CASTRO, Rui (Portugal); CARVALHO, José A. (Portugal); DIONÍSIO, M. Lourdes (Portugal); MARTINHO, M. Helena (Portugal); MELO, M. Céu (Portugal); SILVA, António (Portugal) & VISEU, Floriano (Portugal) Reading and writing practices in Portuguese schools: status, roles and modalities

HO, Fuk Chuen (Hong Kong) Effects of analytic and whole-word teaching methods on sub-types of students with learning disabilities in reading chinese words 15:00 - 15:30 COFFEE-BREAK 15:30 - 16:45 CLOSING CEREMONY, CP1 - ANF. I PLENARY SESSION III GUTIÉRREZ, Kris D. (UCLA, USA) Sincretic literacies as tools for expansive learning

CLOSE OF THE 16TH EUROPEAN CONFERENCE ON READING

INVITATION TO THE 17TH EUROPEAN CONFERENCE ON READING MONS, BELGIUM, 2011

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LIST OF POSTERS

MONDAY, 20TH 15:30 -17:30 POSTER SESSIONS . SESSION I PRESCHOOL LITERACY AND EARLY LITERACY BLANCHARD, Jay (USA); ENZ, Billie (USA); ATWILL, Kim (USA) Spanish-speaking children learning English: the effects of L1 vocabulary proficiency on L2 vocabulary in immersion classrooms Poster 1 ALVES MARTINS, Margarida (Portugal); SILVA, Cristina (Portugal); LOURENÇO, Carla (Portugal) The impact of writing programmes on preschool children’s invented spellings Poster 2 ALMEIDA, Tiago; SILVA, Cristina (Portugal) Syllabic hypothesis and intra-figural variations in spelling: from the handwriting to the computer Poster 3

PEIXOTO, Carla (Portugal); CADIMA, Joana (Portugal); LEAL, Teresa (Portugal) 1st grade children’s literacy skills: influence of home literacy environment beyond mothers’ education and literacy beliefs Poster 4

MARTINEZ, Gilda (USA); LASTER, Barbara (USA); CONTE, Betty (USA) Message Boards: A Springboard for Early Reading and Writing Poster 5 LITERACY AND DEMOCRACY HORTON, Todd (Canada); BARNETT, Jennifer (Canada) Electoral Politics and the New Literacy: Communicating with and Hearing from Young Voters Poster 6 WANG, Ching-huang (Taiwan) The use of two books for Educational Bibliotherapy Poster 7

TUESDAY, 21ST 9:30 - 11:30 POSTER SESSIONS . SESSION II ADOLESCENT AND ADULT LITERACIES

RACKWITZ, Rüdiger-Philipp (Germany) Dialogical diagnostics of reading and orthographic development in illiterate young people and adults: concepts, methods and materials to assess the individual skill level in reading and writing and to observe their development Poster 8 KLEY, Susanne (Germany) Master Study Programme “Alphabetisation and Basic Education” in the Federal Republic of Germany Poster 9

BÓNA, Judit (Hungary); IMRE, Angéla (Hungary) How do Hungarian adults read aloud?

Poster 10

DOLEŽALOVÁ, Jana (Czech Republic) Reader biography of students of a teacher training college Poster 11

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LIST OF POSTERS

16TH EUROPEAN CONFERENCE ON READING

READING AND WRITING PROCESSES AND INTERVENTION PROGRAMMES LAVOIE, Natalie (Canada); MONTÉSINOS-GELET, Isabelle (Canada); MORIN, Marie-France (Canada) Teaching print and cursive: what are the repercussions on the writing skills of elementary grade 2 boys and girls?

Poster 12

LIFELONG LEARNING AND LITERACY LEVESQUE, Jean-Yves (Canada); LAVOIE, Natalie (Canada) Towards a greater perseverance among adults in literacy Poster 13 14:30 - 16:30 POSTER SESSIONS . SESSION III LITERACY TEACHERS AND TEACHING STRATEGIES JELENKO, Tanja (Slovenia) Creative Teachers and Deepening of Literacy Poster 14

VASCONCELOS, Ângela Sofia (Portugal); BOUCINHA, Marta (Portugal) Collaborative supervision in the 1st cycle - a case study Poster 15 LUKANENOK, Kadi (Estonia) Teacher’s self-assessment on their professional skills to consider the needs of student’s with reading difficulties/dyslexia (RD) Poster 16 MOREIRA, Maria Alfredo (Portugal); ADNAN, Zeenaz (Rep. of Maldives); FAHEEM, Ahmed (Rep. of Maldives); MOOSA, Ameeliya (Rep. of Maldives); SHAKIR, Hussein (Rep. of Maldives); SHAKIR, Shazmeenar (Rep. of Maldives); SHAMEEM, Aishath (Rep. of Maldives) Supervision of literacy development in the Maldives Poster 17 ASSESSMENT OF LANGUAGE AND LITERACY DEVELOPMENT KULJU, Pirjo (Finland); NIEMINEN, Lea Sisko Marjatta (Finland) Relations between early language development and genetic dyslexia Poster 18

FREE CIASCAI, Liliana (Romania); CHICINAS, Luminita (Romania); CIASCAI, Ioan (Romania) Le développement des capacités transférables par les activités de fabrication artisanale des matériaux d’instruction Poster 19 (French)

NAJVAR, Petr (Czech Republic); NAJVAROVÁ, Veronika (Czech Republic) Teaching foreign languages to young children Poster 20

MORGADO, Margarida (Portugal) Visualising Europe: visual literacy and intercultural european education project Poster 21 (English and Portuguese)

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16TH EUROPEAN CONFERENCE ON READING

16th EUROPEAN CONFERENCE ON READING

ABSTRACTS

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ADDEY, Camilla

France

Readers and non-readers - an insight into early literacy In the UK today, more than half the population has low literacy levels and 26% of the population does not even read one book per year.

In Italy the equivalent figures are 65% for low literacy levels and 50% non-readers. As shown in literature, high rates of reading and literacy have a valuable and measurable effect on the economic growth of a country. Reading represents a resource for a country since it contributes to improving the human capital. At a time when national literacy programmes are seeking to address these worrying statistics, Readers and Non-Readers is an invaluable insight into those factors which, when experienced in childhood, can influence our reading habits as adults. The book includes a cross cultural study on attitudes towards reading books in Italy and the UK as well as an exploration of influential structural and non-structural factors found within the two cultures: the influence of compulsory education, levels of education and literacy, the role of libraries, the media, school, family and the influence of the dominating religions.

The recent influence of the Internet on reading habits and the role of literary events and organisations are all taken into consideration.

Profiles are drawn of readers and non-readers and previous studies on non-readers are discussed in the hope of finding an answer to the issue of non-reading. The promoting reading programmes (Bookstart and Nati per Leggere) are studied to give an insight into Early Literacy.

In the current climate, this book gives an insight into an issue affecting societies around the world.

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16TH EUROPEAN CONFERENCE ON READING

Effectiveness of informal educational methodology in teaching & developing reading skills with “out-of school” children to increase potential for reintegration into mainstream society.

AL BUSTAMi, Ghanem United Arab Emirates

The drop-out rate (incidence) in Jordan (population 5.2 million) for children 6-16 years old(grades 1-10) is slightly less than 1% per annum, or approximately 8,000 children. However, the numbers of children 6-16 out of school at any given time (prevalence rate) exceeds 80,000 children. These children/youth are at risk of being unemployed or employed in illicit, hazardous or illegal work, both now and in the future. Primary reasons for leaving school are inability to perform in a formal educational environment, family economic demands, and fault to learn reading and writing, followed by other psychological and social pressures; these make them inability to participate actively in their societies.

Informal educational methodology (initially referred to as “street education” adapted from the popular educational model of Paulo Freire) was applied with children who either would not attend or could not return to formal schooling. This participation-based approach cultivated self-awareness, literacy/knowledge in developing suitable learning patterns and stimulating learning environments to enhance reading and writing skills which help them to develop their critical thinking. When these children are restored to a love of learning they may then enrol in non-formal education classes that continue to use the participatory model for learning as well as providing an alternative educational pathway for certification that allows access to formal vocational training or other educational opportunities. Upon completion of vocational training certification, children/ youth who are formerly “at risk” due to limited education, will be

> 43

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enabled to take advantage of mainstream employment opportunities, This study assesses the difference “street� education (informal, participatory educational methodology) makes self-awareness, literacy/knowledge and skills in reading and writing and skills for critical thought of participating children. The expectation is that this methodology will enable children to perform better in structured, non-formal, educational settings. Research design included casecontrol comparison (n=200) between equal numbers of principals participating in and controls not participating in informal education.

Chi-square statistical analysis will be used to demonstrate differences in pre-test and post-test results between cases and controls and within each group.

Recommendations include strengthening the pivotal role of children and youth in creating new learning environments as a critical component of non-formal education can help in developing their reading skills. Suggestions will be put forward to assist the development of supportive social environments and instructional systems to enhance the educational experience of these children and their restoration to mainstream benefits and opportunities.

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16TH EUROPEAN CONFERENCE ON READING

Syllabic hypothesis and intra-figural variations in spelling: from the handwriting to the computer

ALMEIDA, Tiago Portugal SILVA, Cristina Portugal

Ferreiro’s work (1988) suggests that children’s knowledge of written language evolves in a process that essentially takes place on three levels. Subsequently children evolve towards attempts to establish correspondences between oral and written units. Molinari (2007) analysed the graphic stability of invented writing when pre school children had to handwrite and type down on a computer the same list words and were not authorised to consult their previous version. Her results prove that children only maintain graphic stability of invented writing when they began to use conventional letters in their writing (at a syllabic level or at an alphabetic level).

Our hypotheses were the following:

• As children evolved to more accurate hypotheses about written language they will present more often graphic stability in their written production on the two experimental conditions.

• The graphic stability in their written production only will be totally consistent when children present alphabetic conceptions about the written code.

• When children present inconsistent written productions in the two experimental conditions and are confronted with their two versions for the same words, the inherent cognitive conflict leads them to progress.

>

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The participants were 30 preschool children of a middle-high socioeconomic level. The participants were divided in 3 groups according to the nature of their invented writing (G1 - Syllabic with phonetization; G2 - Syllabic - Alphabetic; G3 – Alphabetic) and all were equivalent at the intelligence level.

Children were asked to write down a shopping list (only composed by common names) first manually and then they should type down the same list without seeing how they wrote the words before.

Our results confirm all our research questions. With a more detailed analysis we observed that children at the group 3 appear to evolve more between the two situations of writing, perhaps because the conflict induced.

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16TH EUROPEAN CONFERENCE ON READING

Sprachliches Lernen zur Entwicklung und Förderung von Lesekompetenz Teaching strategies for individual development of reading literacy based on linguistics theories about texts

ALTENBURG, Erika Germany

Grundlage jeder Leseförderung ist das stille selbstständige Lesen im individuellen Tempo.

Um einen Text verstehen zu können, müssen lesende Menschen Verknüpfungs- und Vorstellungsleistungen erbringen, sie müssen ihr gesamtes sprachliches und außersprachliches Wissen, ihre gesamten sprachlichen und außersprchlichen Erfahrungen aktivieren. Basierend auf Erkenntnissen der Textlinguistik können einzelne Aspekte der Texterschließung gezielt trainiert werden. Das vereinfachte Textmodell, das hier zugrunde liegt, stellt eine Zusammenfassung unterschiedlicher Textheorien dar.

Es werden Beispiele für Texterschließungsmethoden gezeigt, so die Textrekonstruktion und die Textergänzung.

First we have to think about the importance of silent reading. While reading in their individual speed, children could be offered a special training based on linguistic theories about texts. The question is “What makes a text?” Although there are many theories, we could use a simplified text model to get some interesting methods of training. To achieve this, texts could be prepared in a special way.

Children could reconstruct a text or find a word which was taken off for example.

Some examples will be shown in the context of this paper presentation.

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ALVAREZ, Marino USA RISKO, Victoria

Mediating student understandings and misunderstandings using electronic journals and dialogues

USA

This session addresses the issue of developing “trusting relationships� during educative events between teachers and their students. How teachers and students share their thoughts, questions, and feelings are important issues that influence instruction and learning. Being able to communicate and teach facts and concepts under meaningful circumstances are important aspects in the teaching and learning process. Unfortunately, most information is dispensed via lecture-type formats and assessed with a test. Students have little time to reflect and to either express their thoughts and feelings about what is taking place or to communicate with the teacher and other students about what they are learning or what they do not understand.. Often students misconceive what they read and hear in a lecture-type setting and these misconceptions are carried through into an examination and are seldom resolved. This session has two goals. First, the presenters will provide a review of research on the use and impact of electronic journaling and dialoguing across K-12 grades and at the college level. Second, the presenters will describe how electronic dialogues can illuminate the degree of student understanding with course content using the Exploring Minds Network (http://exploringminds.tsuniv.edu) designed by one of the authors that contains both management and metacognitive tools to enhance the teaching and learning process while negotiating the curriculum.

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16TH EUROPEAN CONFERENCE ON READING

The impact of writing programmes on preschool children’s invented spellings

ALVES MARTINS, Margarida Portugal SILVA, Cristina

The processes by which children understand that letters represent sound components of words have been recently analysed within the framework of children’s use of written language and of the know-

Portugal LOURENÇO, Carla Portugal

ledge that they acquire about the writing system before they begin formal education. In previous work we showed that kindergarten children who were engaged in writing programmes, where they were asked to confront their spellings with more advanced ones (confronting spellings), to choose the one that seems more appropriate and to justify their choice, evolve, in their invented spellings. In this line of research our aim is to determine whether the impact of these programmes, is influenced by the characteristics of the confronting spellings.

The participants were 52 5-year-old children whose spellings were grapho-perceptive (Ferreiro, 1988).

They were divided into 3 experimental groups and a control group.

Their age, knowledge of letters, intelligence and phonological awareness were controlled.

Their spellings were assessed in a pre and a post-test, using words that contained consonants worked during the programmes and others that were not worked during them (B, D, F, P, T and V). In between, the experimental groups underwent programmes designed to induce a restructuring of their spelling. G1 and G2 were confronted with syllabic writing with phonetization (CV/CC) and G3 with alphabetic writing.

The results show that the writing programmes were effective; the experimental groups achieved greater progress in writing than the control group. Regarding the experimental groups, participants of G3 phonetised more letters than those of G1 and G2.

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ANDERSON, Jim Canada ANDERSON, Ann

Do parents’ questions in shared book reading relate to children’s early literacy knowledge?

Canada LYNCH, Jacqueline

In this study, we investigated whether there was a relationship

Canada

between the types of questions that parents asked during shared

KIM, Ji Eun

book reading with their pre-school children and children’s early

Canada

literacy knowledge. Forty-one parents and their three and four-year-

SHAPIRO, Jon

old children (16 mother-daughter, 15 mother-son, 7 father-daughter

Canada

and 3 father-son dyads) read two narrative texts - Mr. McMouse and Swimmy (Lionni,1992;1963), and two non-narrative texts, A new butterfly (Hickman & Collins ,1997) and Hallowe’en (Gibbons,1984).

Shared book reading events were videotaped and then transcribed in their entirety; questions were then coded into “high cognitive demand” or “low cognitive demand” categories.

Children’s literacy knowledge was assessed using the Test of Early Reading Ability-TERA-II (Reid, Hresko, & Hammill, 1989), a norm referenced instrument that assesses meaning construction and concepts of print, and a letter recognition task. We correlated the number of questions asked (clustered according to cognitive demand) and children’s scores on an alphabet recognition test and on the TERA-II. Low correlations between the frequency of questioning and the early literacy measures were found but none of the correlations were statistically significant. This study is significant in that it challenges prevailing notions that there is a strong relationship between the type of questions parents ask and children’s emerging literacy knowledge. Furthermore, although shared reading is often promoted as “the way” into literacy, there is converging evidence (e.g., Scarborough & Dobrich, 1994; Evans, Williamson, & Pursoo, 2008) that it contributes less to children’s early literacy development than is commonly thought.

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16TH EUROPEAN CONFERENCE ON READING

Differences between girls and boys in process of comprehension in PIRLS’2006 results in Bulgaria

ANGELOVA, Tatyana Bulgaria

The presentation refers to certain applied aspects connected to international PIRLS research ’2006, in which Bulgaria is participating for the second time. The topic of the paper is exploring of differences between girls and boys in 4-th grade in Bulgarian primary school (147 schools) in process of reading comprehension.

An attempt is made to answer research questions, generated by the field test (2005) and by the main survey (2006): 1. What can we investigate using the help of the research results concerning differences between girls and boys in 4-th grade reading comprehension?

2. What is the significance of this research for Bulgarian schools and in particular for Bulgarian Language Teaching? What is the theoretical application of the research results? What are the practical applications of the results?

3. What is the application of this research in problem solving with reference to external assessment in the Bulgarian language?

As methodology are used ideas from PIRLS‘2006 conceptual framework and specifications and ideas from Theory of Speech Acts. As research procedures are applied text linguistic analyze and discourse analyze.

Aspects such as the following are analyzed: • organizing external assessment in Bulgarian Language Teaching; • constituting the corpus of constructed response items; • creating the assessment methods for constructed response items; • creating the state assessment standards for completed primary education (1-4 grade)

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ANTONIOU, Faye Greece PADELIADU, Susana

Self-regulated strategy development for expressive writing with learning disabled students: an experimental study

Greece

The purpose of this study was to evaluate a writing program based on the Self-Regulated Strategy Development which was built to enhance students’ expressive writing performance through the strategic knowledge enhancement. Participants were 34 students with Learning Disabilities attending elementary grades 4 to 6. Seventeen students comprised the experimental group and seventeen matched students entered the control group. The latter received traditional instruction. The experimental group followed a four-unit program and was taught creative writing strategies and self-regulation strategies.

Particularly, students were taught using the Self-Regulated Strategy Development approach how to plan, write and revise a written text.

Each unit was organized around a story, according to which students had to take on the role of detectives and write a report based on a case they recently solved. The program was implemented by trained special education teachers in their resource classrooms. At post-test, after a month, experimental group students were significantly more productive in their writing (t = 4.12, p < .001), their compositions were qualitatively better stories (t = 5.59, p < .001), more structured (t = 8.24, p < .001) and coherent (t = 7.31, p < .001) than students in the control condition. Additionally, significant gains (t = 4.64, p < .001) in favour of the experimental group were observed on the creative writing strategies knowledge test.

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The “hour of literature”: a “different” approach of teaching literature

ARAVANI, Evelyn Greece

The purpose of this study is to present a “different” approach of teaching literature to children aged 8 to 9 years old. “The Hour of Literature” was a program which implemented throughout the school year. The program was divided into two parts. In the first part (for about four months) -*”the collective form of reading”*- the teacher read the story to the children and through discussions the students learnt how to identify the plot, the characters and the setting of the literary text, made predictions and individually worked on an activity relevant to the text. In the second part (for about four months) -”individualised form of reading”- each student read a literary text by him/her self and through private discussions with the teacher she/he worked on various activities such as mapping, diary, videotaped dramatizations, timeline of the story, collages representing the different characters, role-game. The implementation of this program aimed to help children to develop literacy, critical and creative thinking, motivation and love of literature. The results from the implementation of this program will be presented and discussed.

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ÁVILA, Patrícia Portugal

A literacia dos adultos portugueses The literacy of Portuguese adults A presente comunicação resulta de um longo trabalho de investigação sobre a centralidade da literacia nas sociedades contemporâneas. Partindo de referências teóricas sobre as características distintivas das sociedades actuais, as quais têm vindo a sublinhar a importância do conhecimento e da informação enquanto factores cada vez mais estruturantes da vida social, pretende-se apresentar um conjunto de novos contributos teóricos e analíticos neste domínio. Serão apresentados e discutidos resultados de duas vertentes específicas, mas entendidas enquanto complementares. A primeira visa a identificação dos perfis de literacia da população adulta portuguesa, numa perspectiva de comparação internacional, e os seus principais factores explicativos. Esta análise apoia-se no aprofundamento da análise dos resultados do principal estudo internacional de literacia até hoje realizado, o IALS (International Adult Literacy Survey). A segunda remete para a análise de novas dinâmicas e processos emergentes na sociedade portuguesa de bloqueio ou desenvolvimento das competências de literacia e outras competênciaschave para a sociedade do conhecimento.

A estratégia metodológica seguida nesta investigação combinou a análise quantitativa (através da exploração de bases de dados internacionais sobre literacia), desenvolvida com o objectivo de aprofundar o conhecimento sobre o perfil de literacia da população, e a análise qualitativa (apoiada em entrevistas, análise documental e observação directa), centrada nos adultos pouco qualificados e nos processos concretos de bloqueio, ou desenvolvimento, de competências para a sociedade do conhecimento.

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The focus of this presentation will be the results of a wider research study concerning the centrality of literacy in todayâ&#x20AC;&#x2122;s society. Two kinds of data will be discussed: 1) the literacy profile of the Portuguese adult population; 2) new dynamics and emergent processes in Portugal for the development or impediment of literacy competencies and other key-competencies needed in the knowledge society.

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BALÇA, Ângela Portugal

Literary reading and multicultural reading – ways to a multicultural literacy The aim of this paper is to demonstrate how the reading of a literary text, which has literary values, esthetical values and social values, can be likely a multicultural reading, in the way that promotes a better knowledge of the Other and its Culture. The reading of the literary text, because closes an esthetical dimension but also symbolic, can consent a multicultural reading, that gives to the reader child the possibility to open perspectives and launch a first sight, which allows to know and learn how to accept and live together with the Other. In this way, we will understand how some texts of children literature about Timor Lorosa’e present and give the opportunity to the readers children to know the reality of this country, which people emigrates frequently to Portugal. These texts are Timor Lorosa’e. A ilha do sol nascente by João Pedro Mésseder and O anjo de Timor by Sophia de Mello Breyner Andresen.

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From school to job and again to school: the pathways of literacy

BARBEIRO, Luís Filipe Portugal JOÃO, Cláudia

The relationship with language and literacy can be viewed from two perspectives: the individual’s capability to make use of language, including the reading and writing skills, and the individual’s capacity

Portugal SANTOS, Susana Portugal

to express language, taken as an object of thought and discourse and as part of his/her life.

In this paper we present the result of the research we conducted in the context of the M23 preparatory courses, i.e., courses directed to adults over 23, who interrupted their studies before completing 12th grade (secondary level), and are now attending a special course in order to gain access to superior studies. Specifically we investigated the network relationships they activate when considering language and literacy in a task of word association, and the dimensions they mobilise when describing their relationship with language in a written task.

The information about scholar and professional trajectory of each individual and the results of other tasks (vocabulary and information tests, word association tests in other fields) complement the data related to literacy and makes possible to correlate the results in different domains of knowledge.

The analysis already accomplished show: the scholar concepts about language that subsisted over the years out of school; the relevance of social and identity dimensions in these students’ network of concepts related to language; the awareness of the difficulties concerning literacy skills, namely writing.

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BEACH, John USA

Discovering crucial comprehension: the Guided Reasoning Activity (GRA) Many schools succeed at literal level comprehension, but PISA results (Schleicher 2008) indicate many countries are not successful with “crucial comprehension” at the inferential and critical/creative levels.

Numerous U.S.A reports call for change in teaching comprehension.

The NAEP assessment indicates only 27% of 12-year-olds perform at proficient, and 2% at advanced levels (Lee, Grigg & Donahue, 2007). The national high school graduation rate is 70%, but 50% for minority students; and 45% overall in New York City (Swanson 2008). Only 51% of high school graduates are ready for college level reading (ACT, 2006). College completion is only 55% at four-year and 33% at two-year schools (Knapp, Kelly-Reid & Whitmore, 2006).

Reasons include a traditional curriculum of classic texts instead of those that engage students and prepare them for the world, the assumption that wide reading rather than through focused learning develops thinking, and attitudes of entitlement that stifle initiative and responsibility.

The Guided Reasoning Activity (GRA) is a flexible lesson structure based on a synthesis of existing comprehension research (Gray 1960, Langer 1995). There are three major strands: preparation (teaching about genres, rhetorical devices, logical fallacies, and text/author purposes), engaged reading (inquisitive reading or searching for subtexts and clues; close reading or analyzing text data for patterns and points; and cumulative prediction or synthesizing data for interpretation), and deliberation (comparing and contrasting similar texts; discussing text significance with teacher and peers; and applying criteria to evaluate the text’s message). Effective crucial comprehension emerges from social negotiation of texts with peers and teachers.

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Opportunities to learn literacy: children’s interpretations of teacher practices

BEACH, Sara Ann USA WARD, Angela

Schools are the primary settings where children develop literacy proficiency. One aspect of schools that is hypothesized as leading to

Canada HETTINGER, Patricia

that proficiency is opportunity to learn literacy. In recent literature

USA

(cf. Boscardin & Aguirre-Munoz, 2006) opportunity to learn in class-

COLLINS, Julie

rooms has been defined narrowly to only include curricular coverage,

USA

time, topic emphasis, and teaching strategies. When classrooms are viewed as communities for literacy learning, opportunity to learn becomes more complex, encompassing the literacy events and practices that are privileged and the materials that are available during those events, the amount of challenge, the teacher’s expectations, and how much choice learners have. Engagement becomes a learner’s choice to accept or decline an invitation to participate in literacy events and activities. This choice, we assert, is predicated on the learner’s interpretation of the literacy activities offered in a classroom. This research explores the interpretations of children in grades 4, 5, and 6 of the literacy events and practices that they are offered during reading and writing instruction. Teachers completed a survey of the reading and writing lessons, activities, structures, and materials that they use to support literacy learning. Children in those classrooms were interviewed in focus groups about the purpose of those practices and which practices engage them the most as well as describing good readers/writers. This presentation will discuss the findings of this research, offering suggestions about what classroom practices are opportunities to learn from the perspective of students. Implications for teacher preparation will be discussed.

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BEAUDRY, Marie-Christine Canada NOËL-GAUDREAULT, Monique Canada

Explorer la litterarité au secondaire a travers le roman contemporain Exploring literarity at the secondary level through a contemporary novel Problématique: Malgré les divers principes qui guident l’enseignant de français dans l’enseignement de la lecture littéraire et les nombreuses pratiques qui aident les élèves dans le développement de leur compétence, la didactique de la lecture littéraire s’avère problématique. La dimension interprétative de la lecture littéraire, bien que de plus en plus présente dans les pratiques, demeure maladroitement maitrisée par les élèves. Comment enseigner la lecture littéraire, et plus particulièrement la littérarité, à des élèves de la fin du secondaire? Dans ce but, nous avons élaboré un dispositif didactique.

Cadre conceptual: Notre dispositif permet de travailler la lecture littéraire et de découvrir ce qu’est la littérarité à travers un roman contemporain. Le dispositif intègre deux stratégies didactiques : le questionnement (Tauveron, 2002) et l’écrit de travail (HoudartMerot, 2004, Huyhn, 2004).

Méthodologie: Pour la conception du dispositif didactique, nous nous sommes basées sur la recherche action (Van der Maren, 1996). Il a été évalué par six experts, qui travaillent au niveau secondaire et universitaire en Belgique, en France et au Québec, et mis à l’essai dans une classe de Montréal. Le public cible fréquente une école secondaire. Analyse des Résultats: L’expérimentation de ce dispositif a permis de confirmer la pertinence du questionnement et de l’écrit de travail pour : favoriser les interactions autour du texte littéraire; développer le jugement critique et la réflexivité des élèves.

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Problematics: Despite the various principles that guide French teachers in teaching literary reading and the many practices that help students in developing their competence, the teaching of literary reading is problematic. The interpretative part of literary reading remains awkwardly controlled by students. How can we teach literary reading, especially literarity, to students at the end of the secondary level? For this purpose, we developed a didactic device.

Conceptual Framework: With our didactic device, we can develop literary reading and discover what is literarity through a contemporary novel. The device includes two teaching strategies: questioning (Tauveron, 2002) and written work (Houdart-Merot, 2004, Huyhn, 2004). Methodology: To create this didactic device, we based on â&#x20AC;&#x153;action researchâ&#x20AC;? (Van der Maren, 1996). It was evaluated by six experts, who work in high school and university in Belgium, France and Quebec, and it was tested in a class in Montreal. The targeted audience are in the last year of high school.Results Analysis: The testing of our didactic device has confirmed the relevance of questioning and writing work to: Promote interaction around literary text; Develop critical judgment of the students.

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BERG, Helen USA

Bilingual children’s written voices - can we see them?

Writing, be it in one’s native language or second language, is one of the most complex tasks English language learners must learn. This mixed methods study investigated bilingual teachers’ perceptions of voice in the writing and scoring of emerging bilingual children. Voice is seen as the goal in any piece of writing, a criterion to judge the success of a piece of writing (Calkins 1986, 1991; Graves 1983; Romano 2004). The matched-guised technique (Lambert, 1994) helped uncover how perceptions are expressed and practiced by bilingual teachers involved in the literacy and language education of emerging bilingual students. The two questions guiding this study were: 1. What are the differences between voice ratings for original English student writing and English rewrites?, original Spanish writing and Spanish rewrites? 2. How do bilingual teachers differentiate voice from other writing traits and conventions?

Both qualitative and quantitative results showed similar findings. A key findings in the qualitative section tell us that voice was influenced by WHO was the reader, -the need to have a bilingual teacher as the reader (August & Pease-Alvarez, 1996; Carrasquillo & Rodriguez, 1996; Lessow-Hurley 1996; Moll & Greenberg, 1990) among other factors. Results of this research have direct implications for researchers, practitioners and administrators in the field of multicultural education and education in general to bring about positive changes in practices for assessing (and teaching) writing to children who speak English as a second language. This study may also help to change teachers’ perspectives from monolingual to bilingual and most importantly from literacy to biliteracy.

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The role of background knowledge in written voices- can we see?

BERG, Helen USA

Writing, be it in oneâ&#x20AC;&#x2122;s native language or second language is one of the most complex tasks English language learners must learn.

Activating prior knowledge and building new background knowledge for English language learners is a critical component of literacy development. It is not a matter of just understanding the words or the story; it is the matter of understanding the new world, the traditions and expectations of the culture (Au, 1993).

This mixed methods study investigated bilingual teachersâ&#x20AC;&#x2122; perceptions of voice and ideas in the writing and scoring of emerging bilingual children. The matched-guised technique (Lambert, 1994) helped uncover how perceptions are expressed and practiced by bilingual teachers involved in the literacy and language education of emerging bilingual students. The question guiding this study was: 1. How do bilingual teachers differentiate voice from other writing traits and conventions?

A key findings in the qualitative section tell us that voice and ideas was influenced by WHO was the reader, -the need to have a teacher that understand the cultural background knowledge (August & Pease-Alvarez, 1996; Carrasquillo & Rodriguez, 1996; Lessow-Hurley 1996; Moll & Greenberg, 1990) of the student and the student understanding the audience to whom he/she is writing. Results of this research have direct implications for researchers, practitioners and administrators in the field of multicultural education and education in general to bring about positive changes in practices for assessing (and teaching) writing to children who speak English as a second language. It is essential to make sure that teaching strategies take advantage of what students do know and build up what they need to know (Perez & Torres- Guzman, 2002).

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BLANCHARD, Jay USA ENZ, Billie

Spanish-speaking children learning English: the effects of L1 vocabulary proficiency on L2 vocabulary in immersion classrooms

USA ATWILL, Kim

By the start of formal schooling children have accumulated native

USA

speaking and listening vocabularies of several thousand words.

Across the world a mismatch occurs when these vocabularies do not match those of the classroom. This mismatch has been documented in the United States for Spanish-speaking children. One solution has been an immersion model. Unfortunately longitudinal research substantiating this model is lacking. The present study added a sequential-cohort, longitudinal perspective using eighty kindergarten children in 2005 and 2006 (N = 160). All children were randomlyselected Hispanic, L1 Spanish-speaking with no English skills. Children were administered the Peabody Picture Vocabulary Test (PPVT) and Test de Vocabulario en Imagenes Peabody (TVIP) each year to assess vocabulary growth. To examine the effects of L1 vocabulary proficiency, TVIP standard scores were coded into two levels: proficient and limited proficient. Repeated measures ANOVAs were conducted to determine whether L1 ability in kindergarten impacted the growth of receptive vocabulary. First, ANOVA comparing Spanish receptive vocabulary (TVIP) scores over time by L1 ability group revealed a statistically significant large effect for time, and large effect for L1 ability. Similarly, the ANOVA comparing English receptive vocabulary scores over time by L1 ability group revealed a statistically significant large effect for time and a small effect for L1 ability. Results revealed that L1 proficiency in kindergarten impacts future vocabulary growth in L2. The results suggest that immersion models should consider L1 proficiency as a factor influencing L2 acquisitionâ&#x20AC;&#x201D;and adjust instructional programs accordingly.

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Group work and assessment: effects of individual work on group success

BLAZESKA –TABAKOVSKA, Natasha

Republic of Macedonia JANUSHEVA, Violeta

Many projects in Macedonia have enriched the educational system

Republic of Macedonia

with techniques and strategies that offer the teacher powerful tools to improve everyday educational practice and to perform effective teaching. It is a fact that active methodology has found fertile ground in Macedonia, i.e. teachers have implemented active methodology in their everyday practice. It is a fact that this implementation has brought many new directions which shape the way teachers should think about the positive aspects of active methodology.

The implementation of active methodology has put new questions and challenges to the teachers. In this session, we want to stress the meaning of the group work, i.e. when the students are performing an activity to understand some specific content in the class. Group work is very strong tool to animate the students and to put them into an active role. Our researches and our everyday practice has shown that our concern should be to question the way we asses (formative or summative) not only the results of the group work, but also the results of the individual work in the group. Teachers need to ask questions about how will we asses all of the students within the group – how will teachers know that everyone in the group has given his or her maximum, that everyone has done what was expected and that he or she - and nobody else - has done that individual’s work in the group.

Thoughts about this complex question encouraged us to examine and analyze it very deeply and to offer some possible ways to resolve this issue. We propose that our suggestions will provide solutions to some of the dilemmas of teachers have about group work.

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BLAZSANI-BATTO, Iosefina Romania

How to seduce the reader â&#x20AC;&#x201C; the story of a reading partnership Being an institution that deals with informal education of the individuals, the library is a permanent support in long term learning. The partnership between Fine Arts High School and the County Public Library creates a different way of understanding literature. Every two weeks, a group of 12 years old students enjoy being part of a community that use reading to develop emotions and cultural experiences.

Reading is a complex information-processing skill. Nowadays, the reader is an active participant in the reading process and thus the library, a place that promises leisure without restrains, tempts them with flexible and varied activities.

The texts used in this kind of activities are the starting point to determine how the students might relate to what they already know.

The less restrictive place where the discussions happen gives the activity a growing importance in revealing their real needs. The students are lead to understand their role and responsability in society using key stories about courage, faith, justice and fame. The parent-child relationship or the theacher-student communication are improved by reading realistic stories. This strategy allows the personal experiences to interact with the fictional data and the result can be applied to other contexts.

During this partnership programme the students are taught to use their previous experiences to develop the new ones and to evaluate the reading activity at the end of each workshop. Thus, they become aware that reading for pleasure is important for them and for their future needs.

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Informationhabitus, New Literacy Studies and the Social Semiotic Theory of Multimodality: tools for investigating social inequalities and literacy

BOECK, Margit Austria

In my presentation I introduce a theoretical model which integrates sociology, communication and media studies, literacy, and social semiotics to investigate differences in the ‘meaning’ people give to reading and writing in their everyday. The democratically-oriented aim is to produce theory-based knowledge to develop programmes to make reading and writing meaningful for people and to support them to become competent and self-determined users of ‘writing’.

The ethnographically founded concept of “informationhabitus” (Böck 2003) describes habits and patterns of acquisition and use of ‘information’ in the broadest sense. Referring to Bourdieu – and put very simply – this concept links individual activities of people as social actors on the one hand and structural aspects of their life-worlds which are the frame of their meaning-making and acting on the other hand.

Communicational practices are central to the “informationhabitus”.

This is very much the case with reading and writing in societies in which writing is still one of the dominant modes. Starting from the ‘reading literacy’-definition of PISA and PIRLS I want to connect the “informationhabitus” with the New Literacy Studies and their interest in ‘multiliteracies’ and literacy as part of ‘doing identity’. In relation to texts I will refer to the “social semiotic theory of multimodality” (Kress 2003). I will draw on Austrian results of PISA and PIRLS as well as on data from qualitative studies on use of information and of media and learning which I have conducted over the last years in Austria.

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BĂ&#x201C;NA, Judit

How do Hungarian adults read aloud?

Hungary IMRE, AngĂŠla

In everyday life it can often happen that we have to read something

Hungary

aloud. When we do this, it shows how fluently we can read, what proficient readers we are, whether we can interpret the text and whether we can read the interpreted text aloud.

As far as we know no survey has been conducted on this special skill amongst Hungarian native speaker adults. The current survey investigates this issue, with the help of the BEA (Hungarian Spoken Language Database). 30 males and 30 females aged between 20 and 76 took part in the survey. Each participant had to read the same text aloud, after they had become familiar with the text by reading it for themselves (silently). In the recorded readings we analyzed the reading mistakes, the speech and articulation rate, the location and length of pauses, the stress and intonation, and how intelligible and comprehensible the reading was.

With the results we can find out what typical mistakes adults make when reading aloud. We can also explore whether it is the reading (decoding) itself or the pronunciation/articulation or the interpretation of the text which present difficulties for them.

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Preparing future teachers: one California experience

BORBA, Mary Fatima USA

The purpose of this presentation will be to share the impact of a literacy methods course on new teacher candidates. This course meets weekly for five hours at a school site to utilize classrooms and children for learning. New teacher candidates have weekly opportunities to observe this University instructor teach reading and writing lessons to elementary students in classrooms during the weekly course. Additionally, the University students in the course teach literacy lessons to students each week while being observed and coached by this University instructor. The integration of theory and practice in literacy teaching is the focus of this course. Some of innovative practices to be discussed in this session will include: Essential Areas for Literacy Learning Collaboration: Using Learning Centers with Adults Case Studies for Learning Setting Up a Literacy Club at a School Site

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BOURHIS, Veronique France

Construction de la représentation de l’acte de lecture chez le jeune enfant en petite section de maternelle (2 – 3 ans) La notion de littéracie contribue à considérer les apprentissages de l’enfant de manière dynamique, en envisageant la complémentarité des quatre grandes habiletés linguistiques que sont le ‘parler’, le ‘lire’, l’‘écrire’ et le ‘comprendre’: il s’agit de traiter l’information de manière à apprendre à maîtriser l’écrit dans ses différentes pratiques, ses différents contextes, en tenant compte de la dimension psychoaffective, développementale, socioculturelle de l’enfant.

Ce travail s’intéresse à la manière dont le jeune enfant de petite section construit ses connaissances et ses premières représentations au sujet de l’écrit.

Il présente la comparaison de la production textuelle orale de deux situations de lecture : l’une en situation de lecture partagée avec l’adulte (celui - ci lit le livre à l’enfant); l’autre en situation de ‘simulacre de lecture’ (le même enfant prend un livre et le “lit” à haute voix).

L’analyse prosodique de ces deux productions (durée, mélodie, pauses, intensité) à l’aide du logiciel Praat montre que très tôt l’enfant est capable d’une activité métadiscursive (“qu’est-ce que je fais quand je lis?”). En effet, alors qu’il maîtrise en interaction avec l’adulte le langage articulé référentiel, on observe la mise en œuvre de stratégies prosodiques spécifiques associées à l’absence d’un langage articulé lorsqu’il est en train de construire le sens de la tâche à accomplir (simulacre de lecture) : la centration de son discours porte alors sur l’objet même de la production verbale, à savoir le concept en train de se construire.

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Ces résultats nous conduisent à nous interroger sur le fait qu’à l’école maternelle, particulièrement en classe de PS, ce n’est pas parce qu’on ne la comprend pas que la parole de l’enfant n’est pas signifiante : les indices intonatifs le sont.

De fait, l’organisation des coins-jeux dans la classe pourrait être repensée, en s’interrogeant sur leur capacité à déclencher des conduites langagières et réflexives.

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BRAGA, Junia Brasil

The emergence of reading skills in English in online learning communities The creation of on-line learning communities in distance learning has been recognized as a pedagogical intervention capable of promoting the construction of shared knowledge. One of the challenges educators and researchers face is the need to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication.

Drawing on complexity theory, this paper will report on research carried out with 1000 students who took part in an online course on strategies for the development of reading skills in English. The course included reading and vocabulary tasks, the latter being individual and collaborative. The pedagogical design made use of a moodle platform with several environments such as a chat room, forums and blogs for tutoring and for the accomplishment of collaborative tasks.

The analysis aims to demonstrate evidence that an online learning community is imbued with qualities of complex systems such as dynamism, adaptability, self-organization and emergence, which may serve as indicators that the construction of both individual and collective knowledge is taking place.

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Picture this

BREEN, Leonard USA

A philosophy of reading that entertains the notion of multiple literacies must be broader than language only and account for many different sounds, signs (gestures), and symbols for constructing and interpreting meaning (Barthes, 1967; Bruner, 1966; Gardner, 1993; Vygotsky, 1962, 1978).

It would seem reasonable, therefore, to assume that struggling readers, as well as todayâ&#x20AC;&#x2122;s visually oriented students, would utilize the pictures and illustrations in content area textbooks to learn by capitalizing on their highly developed visual modalities. But this is not the case! Without instruction, encouragement and practice, students reluctantly attend to textbook illustrations and rarely use them to increase understanding of the accompanying print (Pressley, 1977). Learning through pictures and illustrations requires the same cognitive information processing ability as processing print. That being so, teaching students to use the preferred visual medium of pictures should provide a natural scaffold to help them engage in meaning getting strategies with print (Hanna, 1992; Luftig, 1994).

This workshop will show participants motivational and instructive ways to use textbook illustrations to lead elementary and middle school students toward improvement in focusing on background knowledge, extending vocabulary and setting purposes for reading.

Teacher attending this workshop will learn to quickly create one-page worksheets that will help learners use the visual cues in pictures and illustrations to identify or predict significant chapter and story concepts, assess their own background knowledge for reading and set reading purposes. All will work together to assist students achieve higher levels of comprehension of content area text materials.

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BROOKING, Trish New Zealand

Life-long learning and literacy development: what role does children’s literature play?

Life-long learning may seem a nebulous concept; one to which we all aspire, but how? Teachers play a significant role in developing the motivation for life-long learning by providing a stimulating learning environment where children are encouraged to explore their creativity and develop responsibility. In order to be confident, considerate, and successful citizens of the future, children will need to have high levels of self-motivation and nurture a disposition for on-going learning experiences. Where does children’s literature fit into this vision? On a continuum of learning, literature produced for children is present from a child’s earliest memories. It is logical to capitalise on these early experiences and exploit the pleasure children’s literature imbues in learning and discovering worlds of literacy. Throughout schooling, children’s literature continues to offer valuable learning experiences in: critical thinking; empathy; vocabulary development; multiliteracies; and most importantly, it serves as a springboard for future reading, and engagement with a variety of texts.

Personalised learning is one way of describing a shift in emphasis in our education system as we respond to twenty-first century challenges. There is an increased focus on high standards, high achievement, and a commitment to life-long learning. With the phasing in of the new curriculum in New Zealand, and the central positioning of the five key competencies (thinking, relating to others, using language, symbols and texts, managing self; and participating and contributing) I am interested in exploring how children’s literature can be an effective tool in supporting growth in the competencies, as these competencies for living in an increasingly complex society form a basis for life-long learning. In opening doors to all the learning areas, the key

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competencies lay the foundation for discovering worlds of literacy.

As childrenâ&#x20AC;&#x2122;s literature can be utilised throughout the curriculum, it can serve as a lively vehicle for competency enrichment, prepare children for the variety of texts they will encounter in the future, and pave the way for mature students to display motivation for life-long learning. This paper will explore specific texts in an attempt to investigate how integration of childrenâ&#x20AC;&#x2122;s literature within the classroom programme offers alignment with the future focused dispositions for learning reflected in the essential learning competencies.

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BROOKS, Greg UK

What works for children with literacy difficulties? Evidence from Britain In Britain, about 20% of schoolchildren experience some difficulty in learning to read and write, and perhaps 2% experience severe difficulty. Hence there is a proliferation of intervention schemes to help them make better progress. This presentation will summarise the results of 121 studies on 48 schemes intended to improve the reading, spelling and writing of children aged 5-14. Among the findings are that (1) there are few such schemes for children aged 11-14, or for improving writing; (2) most schemes focus on reading accuracy, though there is a trend for more schemes with outcomes in comprehension; (3) phonologically-based schemes need to be embedded in a broad curriculum; (4) very little works for children with the most severe difficulties.

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Discovering the world through books

BROWN, Fran USA

The focal point for this presentation will be a student-made model wall map with student research on it. This world map encourages

FRIEL, Mary Jean USA

students to discover their world through books.

The presenters, both National Board Certified teachers, will demonstrate activities that they have successfully used for over a decade to differentiate instruction so that all students are motivated to write about their readings and to place the information on the map.

The global focus naturally builds multicultural interest while integrating science and social studies with reading, writing, and critical thinking. The presenters will share their bibliography of multicultural literature and non-fiction texts that they have used with Spanish readers, English Language learners, adult learners, and at-risk students. Participants will learn techniques which can be applied at all grade levels and academic areas. Presenters will demonstrate how all students will show growth in their reading and writing skills through participation in this multicultural approach to learning.

Collaborative activities and strategies for integrating multiple intelligences are embedded into this presentation. The presenters will suggest ways in which students can contribute to the map by working individually, as part of literature circles, or in other types of collaborative groups.

Participants will be encouraged to interact to share their knowledge and ideas. At the end of the session all participants will be able to successfully lead their students to Discover their World Through Books.

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BROZO, William USA

Why on earth do adolescents read? What PISA tells us about reading engagement Engagement has been found to be a critical variable in reading achievement. Stanovich (1986) described a circular association between reading practices and achievement. Better readers tend to read more because they are more motivated to read, which, in turn, leads to improved vocabulary and comprehension skills. Poor readers, however, who may avoid reading, experience an ever-increasing decline in skill level. Thus, the achievement gap between those who read frequently and those who are reading averse increases over time.

As students become engaged readers, they provide themselves with self-generated learning opportunities that are equivalent to several years of education. Engagement in reading may substantially compensate for low family income and poor educational background.

Above all, reading engagement is important to the maintenance and further development of reading skills beyond the age of 15 (OECD & Statistics Canada, 1995). Engagement in reading is thus a predictor of learning success throughout life.

This paper focuses on the variable of engagement, described by PISA researchers (Kirsch et al., 2002) as the â&#x20AC;&#x153;student characteristic [that] has the largest correlation with achievement in reading literacyâ&#x20AC;? (p. 124). Salient findings related to engagement from selected PISA countries are presented. An overarching theme of the paper is that the findings of PISA in the area of reading engagement provide a common focus for curricular and policy reform that could lead to increases in student achievement. Thus, the paper will conclude with lessons learned about reading engagement with implications for policy and practice.

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Discovering how to be critical readers and writers in varied content subjects

BUKOWIECKI, Elaine USA

It is an often stated that “every teacher is a teacher of reading” (Gray as cited in Vacca, 2002, p. 186). Teachers in each academic discipline must be able to guide students in accessing, analyzing, evaluating, and producing information and ideas. Every student needs to learn effective strategies for reading and writing across the curriculum and to critically evaluate the varied texts used in content area instruction.

In this interactive workshop, participants will discover the rationale for and application of varied and current literacy strategies that can be employed across the content areas and in elementary, middle, and secondary school classrooms. Direct and indirect strategies for teaching vocabulary, reading processes, skill acquisition, study skills, levels of questioning and varied writing forms will be presented and discussed as they apply to different content subjects and materials.

Additionally, workshop participants will learn about and directly practice different critical literacy techniques in order to “disrupt the commonplace [by examining] the written source from multiple perspectives” (McLaughlin & DeVoogd, 2004, p.14). In this way, the reader will move beyond the text’s message to “question, examine, and dispute power relations that may exist between readers and authors” (McLaughlin & DeVoogd, p. 14).

Also, in this workshop, 30 educators at four separate campuses of an international school (prekindergarten to grade 12) will be highlighted as they first learned through two graduate reading and writing courses and then incorporated different critical literacy techniques and reading/ writing strategies into the varied grade levels and content subjects they teach.

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CADIMA, Joana Portugal

Literacy practices and skills: from preschool to first grade

PEIXOTO, Carla Portugal

Literacy development has received an increasing attention from

LEAL, Teresa

researchers and stakeholders in Portugal. A research group of the

Portugal

University of Porto (Psychology Department) has conducted several

GAMELAS, Ana Madalena

studies in this area. In this presentation, we intend to summarize and

Portugal

integrate the major findings of these studies shedding light on the current knowledge of Portuguese children’s literacy development.

Although some of those results had been presented elsewhere, interconnections between them remain to be more fully understood.

All the studies share the emergent literacy perspective, stressing the importance of early years and the relevance of the quality of the proximal environments for promoting literacy skills.

The participants of the different studies were enrolled in a broader research project conducted in the Metropolitan Area of Porto that was designed to examine the quality of the informal and formal contexts and children’s academic performance.

Children’s literacy skills were assessed both at preschool and 1st grade using different measures. Home, preschool and 1st grade environments were assessed through observation scales. The results showed: a) high variability in literacy skills among preschool children; b) strong associations between preschool and first grade literacy skills; c) high variability regarding the quality of the family, preschool, and first grade experiences; d) modest effect of the quality of preschool classrooms on children’s concepts about print; e) moderate effect of the home literacy environment on children’s 1st grade literacy skills, and f) modest effect of the instruction quality on children’s vocabulary and concepts about print.

Implications of these results will be discussed.

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Student teachers’ literacy lives; histories, practices and the construction of identity

CAHILLANE-MCGOVERN, Siobhan

Republic of Ireland O’SHEA, Finian

This paper presents findings from a longitudinal research project that aims to describe and examine student teachers’ literacy histories and practices. An earlier phase of the project was reported on at the

Republic of Ireland MESSENHEIMER, Trinka USA

European Reading Conference in Berlin in 2007. As we approach the end of the first decade of the twenty first century it seemed appropriate to examine where student teachers positioned themselves in terms of their literacy and, for us as researchers, to critically analyse the continuities and discontinuities between their literacy histories and literacy practices. These literacy practices relate to both their personal and professional experiences. It is an international study, involving researchers from the U.K, the U.S. and the Republic of Ireland. Data has been generated through student teachers’ written narratives and semi-structured interviews. The findings reported here are based on an analysis of data from the written histories and interviews of one cohort of students as tracked from their initial entry on a pre-service teacher education programme to what is now their final year on that programme. The discussion of findings is underpinned by theoretical frames that include ‘Communities of Practice’, ‘New Literacies’ and ‘Identity’. Mindful that the conference theme is ‘Discovering Worlds of Literacy’, the findings are also discussed in terms of how, as they move from being students of literacy to being teachers of literacy, these students are constructing their understandings of what it means to be literate.

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CARIGNAN, Isabelle Canada

Factors influencing the selection of hyperlinks by students in grades 7 & 9

CARON, Annabelle Canada

Reading on a screen is part of everyday life for high school students.

However, most of these students have not necessarily received an explicit teaching concerning reading on screen. It is therefore possible that they are using specific reading skills applicable to paper text when reading text on a screen. This led us to believe that these high school students may not have a proper representation of the full information contained in the hyperlinks when reading a hypertext. In order to allow teachers to eventually help these students in developing their reading skills on screen, it now appears necessary to understand the full representation of the information contained in these hyperlinks. The objective of our research is then to examine and identify the variable factors influencing hyperlink selection while reading a hypertext by students in grade-7 (N=12) and grade-9 (N=12). Semi-directed interviews and retrospective verbalization were used and the data was analyzed by content analysis. Our results identified 10 specific factors that could influence hyperlink selection and 3 different factors associated with the non-selection of these hyperlinks while reading an argumentative hypertext. Our results also found that students often believe that the content of a hyperlink is nearly always a definition of a specific word. It is therefore possible to believe that this misconception about the information contained in the hyperlinks could lead to comprehension problems while reading a text on a screen. It now seems to be important to clarify these misconceptions to improve reading comprehension on a screen.

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16TH EUROPEAN CONFERENCE ON READING

Developing writing abilities in Portuguese university students - different approaches in discussion

CARVALHO, José António Portugal

Important changes are taking place in the Portuguese universities as a result of the Bologna Declaration. Some of those changes have to do with the introduction of new pedagogic strategies in which students play an active role in knowledge construction. This role depends on multiple abilities and writing, seen as a learning tool, is definitely a very important one.

The enhancement of students’ writing abilities enabling them to use writing in their learning processes and preparing them to fulfil the demands of complex academic genres is now seen as a priority in many Portuguese institutions. The importance of this preparation is obvious as it is recognised that a great number of students finish secondary school without developing sufficient writing abilities.

Different approaches for enhancement are being developed: organising extra curricular short courses during the first year; including a discipline focussing on academic writing in the curricula of graduation programmes; promoting writing across the disciplines of the programme.

In this paper we describe some experiences developed at a Portuguese university (University of Minho) involving these different approaches. The aim is to discuss their advantages and disadvantages considering both students´ performance and achievements as well as the institutional implications raised by the organisation of these courses.

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CASTRO, Rui Portugal CARVALHO, José A.

Reading and writing practices in Portuguese schools: status, roles and modalities

Portugal DIONÍSIO, M. Lourdes

In this presentation, the authors will share the first data of a wider

Portugal

research project concerned with the roles and modalities of reading

MARTINHO, M. Helena

and writing practices in Portuguese schools, and whose main goal

Portugal

is to understand how reading and writing is perceived, developed

MELO, M. Céu

and assessed in different school cultures. At a ultimate level this

Portugal

project aims at creating knowledge that may link reading and writing

SILVA, António

repertories, engagement in reading and writing and consciousness

Portugal

of teachers, students and parents about the contribution of this

VISEU, Floriano

diversity to school performance.

Portugal

The data to be presented here concern a questionnaire and interviews to teachers of one school of Braga, north of Portugal. For the matter of this presentation, the authors will discuss data concerning research questions such as: What text genres are read/written for different school subjects? What goals are established for those reading and writing school tasks? What texts and reading modalities are privileged by teachers? What kind of expectations do teachers have regarding the role of reading and writing in the construction of learning experiences?

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Easy to read material helping in literacy programs for people with disabilities

CELIC-TICA, Veronika Croatia BUTORAC, Zeljka

Promotion of reading and literacy contributes to economic, social

Croatia

and cultural development which is the strategic goal of every developed European country.

By keeping an eye on the development of the libraries worldwide, IFLA (International Federation of Library Associations and Institutions) has recognized a need for improvement of library services to disabled persons. Therefore IFLA has prepared Guidelines for LibraryBased Literacy Programs and Guidelines for Easy-to-Read Materials.

Special attention is given to the users of literacy programs which includes young people who have left school, persons with literacy difficulties, national minorities and ethnic groups.

Apart from literacy programs, libraries should possess easy-to-readmaterial in their collection. We can differentiate two main groups of users: a) disabled people who have an intrinsic need for easy-to-read products (dyslexic, intellectually disabled, deaf and deaf-blind people etc.) and b) readers with limited language or reading skills for the purpose of reading with understanding.

Implementation of the international Guidelines in Croatia considers co-operation with every institution for disabled at the local, regional and national level. It is of great importance to work with the Ministry of Science, Education and Sports, the Ministry of Culture, the Human Rights Office, with associations and institutions that care for disabled, various cultural associations (associations of artists, writers, musicians etc.), library and reading associations, publishers. It is important to set up co-operation with publishers and provide them with stimulative funds for printing easy-to-read-material.

Reading is of vital importance to our cultural and scientific heritage, democracy depends on well informed citizens.

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CIASCAI, Liliana Roumanie MARCHIS, Julianna

L’éducation aux médias dans les écoles roumains Media education in Romanian schools

Roumanie

Nous sommes envahis tous les jours par des différents messages médias. Il est très important de lire ces messages d’une manière critique, et aussi, d’être capable de les créer. Par conséquence, un objectif de l’école serait le développement chez les élèves de la compétence aux médias.

L’étude présente le résultat d’une recherche réalisée sur 203 programmes scolaires de différents niveaux afin d’identifier les spécifications relatives à l’éducation aux médias. Aussi, elle présente les opinions des 132 enseignantes concernant les pratiques dans le domaine de l’éducation aux médias. Les résultats soulignent l’importance accordée par le Ministère roumain de l’Education à l’alphabétisation dans le domaine des instruments médias ou à leur utilisation dans l’éducation et montrent aussi le manque d’intérêt des concepteurs des programmes scolaires pour promouvoir l’éducation aux médias. Les réponses des enseignants mettent en évidence le manque de la compétence nécessaire pour l’éducation aux medias. L’étude identifie les directions d’intervention dans le domaine de l’éducation aux media au niveau de l’enseignement pré-universitaire.

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We are invaded by different media means and media messages every day. Consequently, it is very important that a person should read these messages critically, and also should be able to create different media messages. The aim of the school would be to develop pupilsâ&#x20AC;&#x2122; media competence. This paper presents the result of an investigation on 203 school curricula for different levels in order to identify the specifications related with media education of the pupils. It also presents the opinion of 132 school teachers concerning the practice in the field of media education. The results underline the importance given by Romanian Ministry of Education for media literacy or for using media tools in education and shows the unconcern related with media education of those elaborating the school curricula. Teachersâ&#x20AC;&#x2122; responses put in evidence the lack of competence in developing media education in schools. The paper identifies directions of intervention in the field of media education at pre-university level.

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CIASCAI, Liliana Roumanie CHICINAS, Luminita Roumanie CIASCAI, Ioan Roumanie

Le développement des capacités transférables par les activités de fabrication artisanale des matériaux d’instruction Developping transfer skills by hands’ on activities Les activités de fabrication artisanale des matériaux d’instruction pour les sciences (hands-on activities) sont souvent mises en œuvre dans les écoles roumains pour améliorer la profondeur de l’apprentissage, accroître la motivation des élèves, développer la créativité et les capacités transférables. Dans notre investigation nous avons cherché à déterminer si les étudiantes, futurs enseignants, considèrent que les activités systématique de fabrication artisanale des matériaux d’instruction développe aux élèves les capacités de communication, d’établir des relations interpersonnelles, de planifier une action, de résoudre un problème, d’utiliser NTIC et les médias pour la recherche des informations et pour le traitement des données, et aussi les capacités physiques des élèves. Les sujets impliqués dans la recherche ont été 72 étudiants futurs enseignants ayant de l’expérience dans les activités de la fabrication artisanale des matériaux didactiques. L’enquête a été réalisée par écrit, sur la base d’un questionnaire fondée sur la liste des compétences transférables. Les résultats montrent que les activités artisanales développent principalement les compétences de la planification d’une activité et de la résolution des problèmes. Ils suggèrent aussi la nécessité de revoir le cadre de la réalisation de ces activités par la promotion du travail en groupe.

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Hands’ on activities with artisan materials used in order to realize different practical devices helpful in learning process are one of the most frequently used activity in science classes. They are taught to future teachers. Usually, the main strengthnesses of these activities are: a deeper learning, an increased motivation of pupils for actively learning and development of practical skills. The aim of our paper is to find out if using systematically hands’ on activities in order to realize different practical devices contribute and develop also pupils’ transfer skills such as: communication, interpersonal relationships, planning and problem solving as well as using TIC and media, respectively inquiry and data operating. The target group consists in 72 students, futures teachers with rich experience in hands’ on activities used in order to realize different practical devices. The inquiry was done by means of a questionnaire based on the list of transfer skills. Results obtained shows that, as futures teachers answered, hands’ on activities provide, on the top of developed skills, planning and problem solving activities, followed by inquiry and data operating and handling abilities. They also suggests the necessity to teach futures teachers how to realise these activities by team work.

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COHEN, Vicki USA

Using technology to promote best practices in reading comprehension This session will:

1) Review five different best practices that promote comprehension in the classroom;

2) Introduce participants to unique and compelling ways that technology can promote comprehension.

A number of research findings tell us what we currently know about reading comprehension and what teachers should know (Allington, 2005; National Reading Panel, 2000; Snow, 1998). These best practices in literacy instruction need to be applied to digital technology as well as print-based text. Digital technology is quickly transforming how we read and write. Students spend more time reading electronic text over the Internet than they do reading books, and with the advent of Instant Messaging and text messaging, electronic text is becoming pervasive and common. Lewis and Fabos (2005) argue that we need to reconceptualize literacy in digitally mediated times.

This session will present five best practices that promote comprehension and show how technology can be used to develop the literacy skills of all children.

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1. Fluency instruction: Readers Theatre Workshop is one method that will be presented to promote fluency.

2. Using Graphic Organizers: Participants will learn how to incorporate graphic organizers into instruction.

3. Explicit instruction in comprehension strategies: Participants will learn strategies to promote comprehension of electronic text.

4. Access to interesting texts and various genres which children can choose: Participants will learn how children can access e-books.

5. Writing and reading: Participants will learn how students can publish work on-line.

This session will cover ways that technology can promote comprehension in the classroom.

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COSTA, Paulo Portugal

Adapting literary texts for children: looking after Lilliput, seducing Gulliver or seeking the Treasure Island?

Adapting literary texts, considered either as “classics of Portuguese literature”, or as the work produced by authors of renown is a kind of initiative that cannot be considered as recent or innovative.

However, in recent times, it has showed some specific features as new proposals arrive to the market by the hands of publishers. In this text, we will try take a critical look at the following aspects: a) general implications of the process of adapting to children texts that, in their genesis, were not directed to this kind of reception; b) which objectives actually guide the production of these texts; c) who is the authentic target of these texts.

After selecting some examples of recently published books, resulting of two different initiatives, we will present data which allows us some reflections on the topics referred on the previous paragraph. We hope that if we cannot provide the answers, we are able to, at least, perceive if those texts aim for the best of both worlds: the one of children and young adults and the one of parents (and teachers), specific and always renewable commercial targets. Maybe the ‘map’ will lead us to a ‘neverland’ where pedagogic looks hide and serve pure commercial purposes.

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Reading literacy in Portugal and in Finland – preliminary study

COUTINHO, Virgínia Portugal AZEVEDO, Fernando

The results of the international studies PISA and PIRLS raised discus-

Portugal

sions in many countries about how youngsters are being prepared for

PINTO, José

a world in permanent changing where the literacy levels have to be

Portugal

constantly improved.

In the last PISA study that occurred in 2006 Portugal was once more below the OECD average showing poor domain in essential abilities such as reading and understanding a text. Today it is recognized that without this knowledge the capacity of intervention in society diminishes and this is an obstacle to strengthen social cohesion and democracy (Bain, D., 2003; Duru-Bellat, 2004; Moreau, J, 2003; Willows, D., 2002).

Trying to deeper the conclusions of the PISA and PIRLS studies we tried, in the current research, to identify the importance that the Portuguese and Finish teachers give to reading literacy in general, to books, to the use of literary texts, to the instructional methods, in particular and to the amount of time devoted to the development of literary literacy in the classroom. We also asked them about their competences to teach mother tongue, further qualifications and attitudes towards reading.

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Showing some preliminary results we can already say that there is a strong relationship between teachersâ&#x20AC;&#x2122; qualifications, their knowledge about children literature and students attitudes towards reading. On the other hand, teachers that promote literary literacy in a persistent and organised form utilize contemporary reading strategies and give much time to these activities in their classrooms, all over the year.

We concluded for a necessity of rethinking the qualifications of the Portuguese teachers of mother tongue from the 2nd and 3rd cycles and the necessity of further qualifications in children and youth literature as a contribution to the instructional efficiency and efficacy of reading literacy, in Portugal.

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The synergy of fluency, comprehension, and motivation: a case study of six middle school students

COX, Donna USA

Research suggests that the development of fluency plays a key role in reading development (Pikulski & Chard, 2005; Stanovich, 1980; National Reading Panel, 2000; Johns & Berglund, 2002; Samuels, 1997; Kuhn & Stahl, 2000). In a number of respects, the reading instruction that is typical in many middle school grade classrooms seems to inhibit rather than promote the development of fluency. Recent research suggests positive ways in which changes in materials and teaching practices can lead to more fluent reading (Rasinski, et al., 2005; Worthy & Prater, 2002).

Carrick (2006) stated that oral reading is a highly motivational reading practice that provides a context for purposeful reading. It reinforces the social nature of reading, provides an occasion for students to work together in cooperative learning environments, and enhances students’ ability to understand text (Stayter & Allington, 1991; O’Shea, L.J., Sindelar, P.T., & O’Shea, D.J. 1985; Dowhower, 1987).

The purpose of this study was to examine and describe the reading fluency, comprehension and motivation of sixth grade students. The study was designed: (1) to find out how adolescent students who read with varying degrees of fluency perceive themselves as readers; (2) to ascertain how these students perceive instructional practices involving oral performance; (3) to learn how their teacher perceives instructional practices involving oral performance in relation to the reading fluency and comprehension of her students. Through the study, possibilities were explored for adopting authentic fluency practices as a way of helping middle school students to become stronger and more motivated readers.

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CRAWFORD, Alan USA

El pensamiento crítico: una base de la democracia en la escuela Critical thinking: a basis for democracy in schools En este taller, vamos a tener experiencias con tres lecciones demostrativas a diferentes niveles desde cuarto grado hasta la escuela secundaria. Cada lección tiene tres etapas: la primera de anticipación; la segunda de la construcción de conocimientos nuevos; y la tercera de consolidación. Cada estrategia en las tres etapas fomenta el desarrollo del pensamiento crítico. Después de cada lección, habrá tiempo para una conversación acerca de cómo las estrategias contribuyen al desarrollo del pensamiento crítico.

Los metas de la etapa de anticipación: • Explorar los conocimientos previos de los alumnos • Evaluar informalmente dichos conocimientos, incluyendo los errores • Establecer los objetivos del aprendizaje • Focalizar la atención en el tema a abordar • Proveer un marco para las nuevas ideas Los metas de la etapa de construcción de conocimientos nuevos: • Comparar las expectativas con lo que se está aprendiendo • Revisar las expectativas o suscitar nuevas • Identificar puntos principales • Monitorear el pensamiento personal • Realizar inferencias sobre el material • Establecer relaciones personales • Formular preguntas sobre la clase

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Los metas de la etapa de consolidación: • Resumir las ideas principales • Interpretar ideas • Compartir opiniones • Elaborar respuestas personales • Comprobar ideas • Evaluar el aprendizaje • Formular preguntas adicionales.

Este taller refleja un proyecto que empezó en 30 países de la ex-Unión Soviética y en Europa del Este. Ahora se extiende a varios países en la América Latina, inclusive el Ecuador, Argentina, Guatemala, y más tarde este año, a Chile y al Perú. En África, trabajamos en Liberia, y esperamos empezar en Angola y Mozambique en portugués.

También hemos iniciado proyectos en Turquía y en Burma.

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CREMIN, Teresa UK

Teachers as readers: building communities of readers (2007-8)

COLLINS, Fiona UK

This symposium seeks to share the findings from the UKLA project

MOTTRAM, Marilyn

Teachers as Readers: Building Communities of Readers, funded by

UK

the Esmee Fairbairn foundation and undertaken with 40 teachers

POWELL, Sacha

and 1350 children in England. This national research and development

UK

project aimed to develop children’s pleasure in reading, through extending primary teachers’ knowledge and confident use of children’s literature, relationships with librarians and parents, and ability to operate as ‘Reading Teachers’: teachers who read and readers who teach (Commeyras et al., 2003). Talking about texts became a central part of the development work, since through discussing the nuances of narratives and other texts, and through sharing their preferences, readers develop their understandings and become more intrinsically motivated.

In particular, the symposium explores what happens when the boundaries dissolve and teachers share their reading identities with children. Teachers’ and pupils’ reading identities were analysed from the evidence gathered in structured questionnaires, semi-structured interviews, discussion groups with children, reading histories and classroom observations. The teachers also documented the new connections, stances and possibilities which opened up when they re-positioned themselves as readers and talked about their reading identities, practices and preferences in the classroom.

The significance of teachers revealing their personal passions and pleasures in reading, as well as discussing their reading histories and habits more explicitly will be examined through examples and the pedagogical consequences explored. Through teachers sharing the construction, representation and performance of their identities as readers, new understandings and insights about the relationship

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between reading, literacy and identity emerged.

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Du rôle du contexte dans la psychogenèse de l’écrit : variété interfigurale ou autocopie ?

CUSSAC POMEL, Jocelyne France

Dans le cadre d’un programme de recherches qui vise à identifier les mécanismes d’écriture du jeune enfant, nous lui demandons d’écrire alors qu’il ne sait pas encore coder l’oral. Il écrit ainsi des lettres avec ce qu’il connaît et comprend de l’écrit. Ferreiro (1988) avance que l’enfant fait alors une hypothèse de variété interfigurale qui l’amène à ne pas écrire la même suite de lettres pour deux mots différents. Nous faisons l’hypothèse que ces variations ne sont pas toujours réalisées pour différencier les mots et qu’elles dépendent du contexte dans lequel elles sont produites. Nous étudions les procédés d’écriture de 117 enfants de 4/6 ans, répartis en 3 groupes. Chaque groupe effectue, à quelques jours d’intervalle, deux des trois tâches suivantes : écrire 4 mots bisyllabiques en liste, en ligne ou sur des feuilles différentes. Les résultats montrent un effet voisinage visuel qui se traduit par des comportements d’autocopie : quand l’enfant voit ce qu’il a déjà écrit, il recopie des suites de 3 ou 4 lettres qui sont dans son champ visuel et/ou utilise la longueur d’une graphie comme unité de mesure pour écrire la suivante. Aussi les principes de variation qualitative et quantitative identifiés par Ferreiro ne relèvent pas d’une seule explication psychogénétique du développement de l’écriture, notamment pour la notion de variation interfigurale, car pour certains enfants nous ne les observons que lorsqu’ils écrivent en liste. Ces résultats remettent en question les conclusions des études basées sur un protocole d’écriture inventée d’énoncés en liste et constituent une contribution à un développement sociopsychogénétique de l’écrit.

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DAMBER, Ulla Sweden

Perspectives on some multicultural learners’ reading and schooling Three studies on multicultural students’ reading and schooling will be briefly described. This first study was a large-scale quantitative study focusing overachieving grade three classes in Stockholm, Sweden, indicating the importance of the classroom climate and the teacher. However, hardly any teacher-related factors showed significant differences between over-and underachieving classes. However, it stood clear that Stockholm was a segregated city. Therefore, eight overachieving classes in a low-income, multicultural area of Stockholm were targeted in a follow-up study also including six in-depth interviews. The teachers’ narratives revealed a book-flood approach, employing future-oriented pedagogy, with work in the Zone of Proximal Development and scaffolding. The deficit syndrome was rejected by use of high demands, high expectations and teachers’ trust in the children’s possibilities. A small-scale qualitative study was conducted where five of the children in one of the classes in the second study, now 19-year-old university students, described their successful educational trajectories and how they built up a Future Time Perspective.

The importance of extending the frames of reference in reading research will be discussed, in regard to the employment of both psycholinguistic aspects and the ideological model of reading encompassing also socio-cultural and constructivist perspectives. The discussion draws on the results of the three studies, and the outcomes of the different methods used. Teachers’ and students’ voices are argued to be crucial to shed light on the teaching and learning of students with multicultural backgrounds. Implications for researchers and practitioners will be discussed.

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Social contextualisation matters: learning to read with the help of Mentor

DANNECKER, Wiebke Germany BUCHMANN, Ulrike

Reading together a thrilling book, talking about single words, senten-

Germany

ces or the topic of a story or simply feeling confident about understanding a text- these are experiences that young readers should encounter during the process of learning to read. Since the structure of families and the way of using media changed in the last years it cannot be taken for granted that every child has the opportunity to make those fundamental reading experiences. Nonetheless, according to Bettina Hurrelmann (2004) the social contextualisation of reading can be seen as the most important parameter that influences the motivation to read and the frequency of reading. Since this social contextualisation correlates with the social background of the families the question arises how these social disadvantages can be compensated.

The charitable organization Mentor, which was founded in Hanover

by Otto Stender five years ago, counts 800 members at the moment and the concept spreads nationwide. Alone in Hanover 147 schools participate and 1100 children between the ages of 7 and 12 are accompanied by so-called mentors during their way of learning to read. Mentor follows the concept of one-by-one teaching. Each mentor works with a child once a week for about half a year. Almost every child improves in the competence of reading and learning in general. In addition, the children develop self-confidence in their own reading abilities.

This presentation will give insights into the concept behind Mentor and the practice of this successful concept.

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DEPESSEMIER, Pieter Belgium

The specificity of dyslexia in +16 yo students

ANDRIES, Caroline Belgium

The results of a 4-year doctoral study on the diagnosis of dyslexia in +16yo students will be presented in this paper session. The aim of this research was to develop a set of tests to clarify if a student is dyslectic or not. The lack of standardised material on the one hand and the characteristics of the target group on the other hand made it necessary to construct a new framework, so that the specific challenges in diagnosis and remediation (like handling with compensated dyslectics, fakers,â&#x20AC;Ś and the impact of confounding variables like cognitive skills, level of education, socio-emotional factors,â&#x20AC;Ś) can be coped with. In this presentation we will focus on this framework (and not primary on the tests - as they are in Dutch). Data collected from a representative sample of a general population and from a group of dyslectic students will be used to support the reliability and validity of the model as well as of the developed tests. We are convinced that the presented information will be of interest to researchers as well as practitioners (teachers, diagnosticians,â&#x20AC;Ś) to support their work.

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Reader biography of students of a teacher training college

DOLEŽALOVà , Jana Czech Republic

By analysing reader biographies of students of a teacher training college, results were obtained which 1) show reading literacy development factors in the course of students` lives (from their birth until now); 2) confirm validity of hitherto known reading literacy factors or discover new ones.

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DOMBEY, Henrietta UK

Interdisciplinary perspectives on reading: culture and pedagogy

HALL, Kathy Ireland

The papers assembled for this symposium are part of a wider project,

SOLER, Janet

funded by England’s Economic and Social Research Council, involving

New Zealand

a group of scholars from different disciplinary backgrounds meeting

DRURY, Rose

over a two year period to share research on reading pedagogy. In

UK

this symposium, the intention is to present multiple perspectives to

WYSE, Dominic

enrich, rather than conflict with each other. Our aim is to develop

UK

conceptions of this contentious area that transcend territorial contests and enable more productive action.

Presentations will include: • Interdisciplinarity and reading, which discusses the main theoretical perspectives influencing early reading policy and pedagogy in recent decades and their implications for research, policy and practice.; • Classroom interaction and reading pedagogy in the early years of school, which uses discourse analysis to examine the relationship between teachers, children and texts in the process of meaning-making; • Young bilingual learners: a socio-cultural perspective, which examines the pre-school literacy practices of bilingual children entering the new cultural and linguistic world of early schooling; • The significance of contextualised reading teaching, which analyses three connected areas on three levels – children’s talk about phonemes, reading pedagogies and literacy policies; • Dyslexia lessons: the politics of dyslexia, a socio-historical exploration of the various ways in which this term has been constructed and used.

The papers are based primarily on developments in the UK, but the presenters will invite debate and audience participation in relation to key issues on learning to read in the diverse classrooms of contemporary society.

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Playing with phonics fast and first: mixed messages in the teaching of early reading in England

DOMBEY, Henrietta UK

After two decades of increasingly detailed governmental intervention in literacy education in England, the Department for Children, Schools and Families now expects teachers to use an exclusively phonic approach to introduce young children of 3 to 6 years old to the written word.

Meanwhile many teachers and other educators are concerned that young children should be encouraged to draw on multiple sources of information to identify words. They are also concerned that from their earliest encounters with literacy, children should experience literacy as an enjoyable activity and one that enables them to make sense of the world in powerful ways.

This presentation will examine the apparent consequences of this clash of emphasis and ideology in the classrooms of some highly effective teachers.

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DUJMOVIC, Danko Croatia

Reading History: multidisciplinary workshop in school library

SUDAREVIC, Ana Croatia

Following the trends in primary school education, classes now tend to include new media thus giving space to new and more creative approaches to curriculum making. Cooperation between teachers and experts from different fields is becoming common and classes move out of the classroom to different places like libraries, museums, archives, etc.

Guided by this idea and encouraged by the exhibition Art Deco in Croatia set at the Museum of Arts and Crafts in Zagreb, we came up with the idea of a history workshop. It related the topic of the exhibition to the History teaching material in primary schools and its goal was to make our students see the period between the two world wars in a different way. A â&#x20AC;&#x153;collage- newspaperâ&#x20AC;? was prepared, made from newspaper articles published in Croatia in 1920s and containing news from different spheres of life like economy, culture, politics, sports, technical innovations, fashion and curiosities of contemporary everyday life. Students analyzed the texts and came to conclusions about the changes that took place in the meantime. While reading history in the language and spelling of the time, they made firmer connections between the events they learned about in their History classes and the context in which they took place. Furthermore, they got to know the spirit of the roaring twenties which they found very interesting.

This multidisciplinary workshop was presented by the history teacher, the museum educator and the librarian and it took place at the school library.

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Vocabulary instruction: critical elements, issues, and lessons learned

DUNN, Michael USA

Students’ knowledge of a rich and meaningful vocabulary is vital for success in school. Cunningham and Stanovich (1977) found that vocabulary assessed in first grade predicted over 30% of the variance in comprehension for eleventh grade students. A meta-analysis conducted by Stahl and Frairbanks (2006) indicates that comprehension is related to vocabulary instruction.

Children from low wealth environments generally experience a disparity in their vocabulary knowledge compared with children from high wealth environments. In addition, vocabulary knowledge is crucial for English language learners’ achievement in school. Therefore, planned and direct instruction in vocabulary is imperative for improving the achievement of all students, particularly students from low wealth backgrounds and English language learners.

With a student population of 40,000, district U-46 is the second largest in the state of Illinois. Over 45% of the student population is ELL, 83% qualify for free and reduced lunch, and nearly half of the schools were not making adequate yearly progress at onset of the project. In order to improve student achievement in reading, the district decided to focus on vocabulary instruction based on the work of Biemiller (2005), Beck, McKeown, and Kucan (2002), and Marzano (2004).

During the presentation, participants will learn the common features of Biemiller’s, Beck’s, et. al., Marzano’s, research based approaches to teaching vocabulary. The presenter will share components of the approach used by the district to improve vocabulary instruction and the growth students made in reading achievement as a result of the project. He will also share student and teacher resources.

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ELFERT, Maren Germany

Current research on workplace literacy in Europe To mark the United Nations Literacy Decade (2003-2012), the German Federal Ministry of Education and Research (BMBF) has launched a funding initiative for research activities in the field of adult literacy/ basic education during the period 2008-2012. One of the aims of this initiative is to improve the current state of research with regard to the job market’s basic education requirements.

Funding has been allocated to a total of approx. 27 joint projects. The majority of these joint initiatives – including universities, research institutes, colleges of further education, and private enterprises – is focusing on research and development activities with regard to literacy and basic education efforts in relation to the economy and the world of work.

The symposium will present the findings from the first two years of this German research initiative. At the same time, other important European research (and its practical implementation) will be presented. We plan to team up with two of our European partners, key organizations in the field of (workplace) literacy such as NIACE in the UK or NALA in Ireland. Another possible partner is Austria.

Aside from sharing the results of the latest researches in the countries, a focus will be on the discussion of the policy and programme implications of research results. The presentations will touch upon the following themes: • Which literacy and basic education skills are required in the workplace?

• Approaches to sensitize employers to the literacy needs of their employees • Models of literacy and basic education training in companies

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A framework for teaching critical literacy

EMMITT, Marie Australia

The term critical literacy is used differently in different parts of the

WILSON, Lorraine

world. In our thinking, critical literacy includes critical thinking, but

Australia

it is much more than being able to read and write with understanding or critically and analytically in the traditional sense; critical literacy involves reading and writing differently, thinking about the world differently. Importantly, critical literacy pedagogy provides learners with analytical tools to read/interpret and write or create texts critically, hence developing a very empowering tool. Its full potential is realised when it is used as a tool in educating students to understand how power relations are defined in texts and to work for a more just and equitable society.

In this workshop we wish to share how we define and apply critical literacy in Australian schools. As part of this we will share our framework for teaching critical literacy including developing critical language awareness which we see as a key role of literacy educators.

Using popular and literary texts, participants will be invited to: • analyse the content, the visual and linguistic features, to identify the construction of particular social groups; • identify stereotyping; • identify author values and author messages; • identify the missing voices; • challenge and take action.

Examples of classroom work will be shared.

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ERICSON, Britta Sweden

Is teaching reading a way to get children to function well in school?

The Swedish school system does not separate children who function well from other children in the class. This means that the classroom teacher has to work with all kinds of children. Is it possible under these circumstances to create a situation that all pupils learn to read, appreciate school and feel well? A longitudinal study which covers ten years (1998-2008) the preschool year and the following nine years is the base for my presentation. The study was carried out in a small Swedish town with six schools. All preschool children were divided into one experimental group and one control group. The control group was following the curriculum of todayâ&#x20AC;&#x2122;s average Swedish school. The experimental group was following a curriculum with emphasis on monitoring of reading skills and on individual training when needed. The main results in connection with reading and social behaviour will be presented.

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Understanding neologisms and where they come from

ERNESTOVÁ, Marie Czech Republic

English is now spoken so widely, and by so many cultures, that it is evolving probably faster than it has ever done before. It is a truly global language, the lingua franca of business, politics, education, entertainment and the Internet the world over. Consequently, new words are introduced to the English lexicon every day. Knowing the right words – and the new words - means understanding, social acceptance and influence. It also means pleasure and satisfaction.

But words - particularly new ones, old ones with new meanings and putting old ones in the wrong places - can be a source of confusion even among native English speakers. Knowing new words does not really mean just increasing word power – it means keeping in touch with modern society, understanding new terms and new applications of existing words (e. g. ‚leverage‘) or new constructions (‚wedded‘ instead of ‚wed‘ – part of the trend to regularise irregular verbs). At the same time as words are falling into disuse, new ones are being added.

It is paramount, therefore, especially for non-native-speaker teachers working outside an English-speaking environment to keep abreast of these changes through constant and systematic reading of the press and contemporary literature, through listening to the radio and watching undubbed films on TV and videos.

This paper presents the main ways in which new words are currently coined for the English language and is based on experience with our own students, as well as recent research by British linguists using native English speakers.

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ESPINOSA, Natacha France

Evaluer la compréhension de textes par des élèves de 8 à 11 ans. Analyse linguistique de ce que les élèves écrivent pour montrer ce qu’ils comprennent.

Notre contribution se propose de mettre en évidence qu’il est possible de relever des indices d’évaluation de la compréhension d’un texte à partir de ce que l’élève peut écrire lorsqu’on lui demande de raconter ce qu’il vient de lire. Notre approche est linguistique et s’appuie sur une conception du lire-écrire qui considère ces deux activités comme des activités langagières (Lentin) et interactives (Giasson).

Notre travail s’appuie sur deux hypothèses : 1. il existe une interaction entre ce que l’enfant lit, ce qu’il comprend/ intègre et ce qu’il peut en dire par écrit.

2. il existe différents indices linguistiques dans les réponses écrites des élèves qui permettent de repérer ce que l’élève comprend et retient du texte lu.

Ainsi, l’analyse linguistique que nous proposons de la reformulation écrite du texte par les élèves, s’appuie sur des critères linguistiques appliqués aux textes soumis à l’élève. Notre approche se veut qualitative et nous permet de dégager différents indicateurs de la compréhension des élèves mais aussi de leur degré de littératie (Lafontaine) à partir de ce qu’ils font et non de ce que nous en attendons.

Notre analyse porte sur des données recueillies auprès d’élèves de 8-11 ans qui ont accepté dans le cadre scolaire de répondre à un questionnaire portant sur la compréhension de deux textes narratifs courts.

A travers quelques exemples d’analyses, nous souhaitons dégager diverses stratégies de traitement du texte qui permettent aux élèves de répondre à des questions de compréhension et donc à l’enseignant d’évaluer leur compréhension.

>

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Our contribution aims at highlighting the fact that it is possible to find indications for evaluating 8 to 11 year-old pupilsâ&#x20AC;&#x2122; understanding of a text in what they can write when asked to relate what they have just read.

The approach is linguistic, based on a conception of reading and writing as interactive language practices (Lentin, Giasson).

This analysis relies on two hypotheses concerning: 1. the interaction between what the child reads, what he/she understands and appropriates, and what he/she can write about it; 2. the linguistic clues found in the pupilsâ&#x20AC;&#x2122; written answers, which allow the tracking down of what they have understood and captured of the text.

So, the linguistic analysis which we propose of the written reformulation of the text by the pupils, leans on linguistic criteria applied to texts subjected to the pupil. Our approach wants qualitative and allows us to kick away various indicators of the understanding of the pupils but also their degree of literacy ( Lafontaine) from what they make and not of what we expect from it.

Our analysis concerns data collected with 8-11-year-old pupils who accepted in the school frame to answer a questionnaire concerning the understanding of two short narrative texts.

Through some examples of analyses, we wish to find diverse strategies of treatment of the text which allow the pupils to answer questions of understanding and thus the teacher to estimate their understanding.

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FELA

Current literacy issues in Europe

Federation of European Literacy Associations

Session sponsored by the Federation of European Literacy Associations (FELA). At this session, participants will have an opportunity to identify and discuss current literacy issues in Europe including issues in the areas of teacher development and information and communications technologies. It is expected that the session will contribute to the ongoing, project-driven activities of FELA. The discussion will open with a contribution by Karin Plรถtz of the Frankfurt Book Fair (Literacy Campaign).

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Multiliteracy & multiculturalsim: its ideology, politics, research & pedagogy

FLORES, Barbara USA ALTWERGER, Bess

The socio-political context of multilingualism and multiculturalism

USA

has been viewed as a “deficit” in the United States throughout its

MACHADO-CASAS, Margarita

history. Bilingualism and Biliteracy have also been viewed as a

USA

“problem” that children must overcome and abandon. Not only has this negative ideology been coveted, but heretofore, it has/had also been the underlying politics of the research and pedagogy governing the intellectual presence of the deficit view of multilingual and multicultural Native Americans, immigrants, colonized Mexicans, and former slaves.

Our three presentations will deal with the Ideology, Politics, Research and Pedagogy of Mutilingualism and Multiculturalism as an asset across class, race, and ethnic groups. Framing Multilingualism and Multiculturalism as a global asset across class, race, and ethnic group is paramount for intercultural relations, diplomacy, and authentic communications in society and schools.

The goals are threefold: 1) To sociohistorically map and make visible the negative ideology and politics during the 20th century and propose the transnationality of multilingualism and multiculturalism as chameleons of pedagogy; 2) To demonstrate how research can either deem a bilingual/ multilingual children “deficient” or demonstrate their assets through comparing “Fluency” assessments with Miscue Analysis. The efficacy of using fluency as a measure of underlying reading proficiency for this population of readers will also be critically examined; and 3) To present “how bilingual/multilingual children come to know” written language from their perspective. The sociopsychogenesis of literacy, biliteracy and multiliteracy will be shared within the pedagogy of sociocultural transformation.

The last 15 minutes will address critical dialogue and questions.

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FOUCAMBERT, Denis Canada TANGUAY, Félix Canada

Développement de la connaissance morphologique en lecture chez les eleves du primaire : l’influence de la redondance morphosyntaxique des marques du pluriel en Français Development of morphological awareness in reading in elementary school children: the influence of the morphosyntactic redundancy of French plural markers La question du traitement de la redondance des informations morphosyntaxiques se pose de manière particulière en lecture. Par exemple, dans la phrase Les petits garçons marchent lentement, le pluriel est marqué par quatre morphèmes successifs, alors que la même phrase présentée à l’oral n’en présente qu’un. Les questions de l’influence et du rôle de ces marques morphologiques flexionnelles dans le processus de lecture commencent seulement à être discutées dans la littérature, notamment à travers les travaux autour des processus non-conscients (épilinguistiques) intervenant dans les activités cognitives complexes : comment se distribue l’attention du lecteur sur ces marques plurielles, telle est une des questions auxquelles les chercheurs doivent répondre aujourd’hui. Cependant, le développement de cette habileté morphologique en lecture reste encore largement ignoré et sujet à controverse : Adams (1990) considère qu’il s’agit d’un aspect de la lecture qui se développerait tardivement alors que Laxon et al. (1992) soutiennent que des processus morphologiques interviennent dans l’esprit de l’enfant dès le début de l’apprentissage de la lecture. C’est à cette question que notre présentation tentera d’apporter des éclaircissements, à travers l’observation des résultats d’enfants de 8 et de 10 ans (N=80) à trois tâches différentes de détection de lettres, spécialement construites

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pour étudier les processus de traitements de la redondance des marques morphologiques du pluriel à l’écrit. Enfin, cette habileté morphologique sera croisée avec l’évaluation du niveau général en lecture des enfants ce qui nous amènera à nous interroger sur la place accordée aux processus morphologiques flexionnels dans l’apprentissage et le perfectionnement de la lecture.

Questions around processing redundancy of morphosyntactic information are of particular interest for reading in French. For example, in the French sentence Les petits garçons marchent lentement (The little boys walk slowly) the plural is marked by four successive morphemes, where as orally, it is only marked by one (the determiner). The question of the role and influence of these flexional morphological markers in the reading process have only just begun to be discussed in the literature, most notably in work around the subconscious (epilinguistic) processes intervening in complex cognitive activities. This raises important questions concerning the manner in which readers’ attention is distributed across these plural markers. While the development of this morphological skill in the reading process remains largely ignored it is nonetheless a controversial subject: Adams (1990) claims that it is an aspect of reading that is developed later in the learning process while Laxon et al.

(1992) argue that morphological processes intervene within the mind of the child at the very initial stage of learning to read. The present study aims to address this question through analysis of the results of children ages 8 and 10 (N=80) on three different letter detection tasks specifically designed to study the processing of redundancy of third person plural morphological markers in written French. Finally, this skill will be crossed with an evaluation of the participants’ general reading level, which will segue into a discussion about the importance accorded to flexional morphological processes involved in acquiring and improving reading skills.

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FROMENT, Mireille France

Mouvements discursifs et mouvements interpretatifs dans des dialogues en maternelle autour d’albums Discursive and interpretative moves in dialogues: reading album at nursery school A partir de dialogues scolaires en maternelle autour d’albums, on s’attache à décrire la spécificité des types de mouvements (discursifs et interprétatifs) dans ces situations d’apprentissage.

La notion de « mouvement » (François, 1989, 1998) permet de caractériser la façon dont le sens se « travaille » à plusieurs, dans la classe, compte tenu du commun au groupe et de l’hétérogénéité de chacun. Cette hétérogénéité est liée au fait que chaque « enfant-élève » est socialement pluri-appartenant. Chacun replace le discours reçu, l’objet de discours, dans un /plusieurs cadre(s) interprétatif(s) selon un/des fil(s)l associatif(s) dont il ne contrôle pas le déroulement. Le mouvement se joue principalement dans les enchaînements, sur le discours de l’autre ou sur son propre discours.

On décrit les mouvements sollicités par l’enseignant et les mouvements spontanés des élèves, mais aussi les différences de mouvements en fonction de l’album de départ. On décrit aussi en quoi certains mouvements discursifs sont aussi mouvements de pensée (notion de travail langagier et cognitif), le travail langagier participant du processus d’apprentissage et d’appropriation des savoirs.

On montre en particulier que l’école attend que les élèves prennent une distance, opèrent un mouvement de « secondarisation » (Bautier & Goigoux, 2004) par rapport à leur expérience et leurs habitudes langagières.

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On souligne pour finir le fait que l’analyse des pratiques concrètes dans la classe permet, à partir de la notion de mouvement, de tenir compte de l’enfant-élève, c’est-à-dire tout à la fois d’un commun à tous les enfants et d’une singularité irréductible.

The observation and analyze of scholar dialogues raises the question of the different moves, discursive and interpretative as well.

The concept of « move » ((François, 1989, 1998) helps to specify the elaboration of meanings within dialogues. It allows to take account of each pupil’s heterogeneity. This heterogeneity is related to the fact that every one belongs to several social groups. So, each of them/us interprets along differents frames, following his/her personal associations. The discursive move is observed through the manner one has to continue other’s discourse, or his/her own discourse.

The moves asked by the teacher and the pupils’ spontaneous ones are analyzed, and also their types related to the specificities of the album. Some discursive moves are also moves in thinking. The teachers expect that the pupils take a distance with their experiences and linguistic habits (« secondarisation » Bautier & Goigoux, 2004).

When proceeding to the analysis of the concrete practices at school, the notion of move allows to take account of the pupil’s subjectivity.

He/she is partly like all the others in the group, and partly different.

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HO, Fuk Chuen Hong Kong

Effects of analytic and whole-word teaching methods on sub-types of students with learning disabilities in reading Chinese words This study aims to test effects of different teaching methods on sub-types of students with learning disabilities. Castles & Coltheart (1993) suggested that deficits in a lexical (words are recognized as wholes) and/or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure would lead to different patterns of reading disability. A surface dyslexic pattern results from impairment of the lexical procedure with an intact phonological route to reading and a phonological dyslexic pattern results from a highly selective deficit in the grapheme-phoneme transformation mechanism. The implication is that students with learning disabilities could have different preferences for the recognition of different kinds of Chinese characters and responses for different teaching methods.

In the present study, ten children from each category (i.e., normal, surface, phonological and both) in four Hong Kong primary schools were selected. The participants were in the age range of nine to 11. It was found that, in general, the analytic method was more effective for students with learning disabilities with a surface dyslexic reading pattern and the whole-word method for those with a phonological dyslexic reading pattern. The findings of this study showed that it was important to identify the strengths of different sub-types of students and choose the appropriate instructional methods accordingly.

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Développer la littératie au 1er cycle du primaire: enseigner à lire des textes informatifs pour soutenir l’écriture de textes documentaires

GAGNON, Renée Canada ZIARKO, Hélène Canada

La présentation exposera des résultats issus d’une recherche qui a vérifié les effets d’interventions didactiques contrastées sur les performances d’écriture d’un texte documentaire de comparaison par deux groupes de sujets, expérimental et témoin, élèves de 2e année du primaire, selon une méthode pré-test/post-test. Selon les groupes des stratégies d’enseignement différentes ont été utilisées visant principalement à orienter la lecture de textes documentaires sur les objets concernés par le projet d’écriture, de façon à faire ressortir la structure de ces textes et les procédés linguistiques qui leur sont propres.

Les résultats rapportés ici concernent le contenu informatif développé dans les textes produits en post-test, en relation avec celui des textes sources.

Globalement, l’analyse sémantique du contenu informatif ne montre pas de différence significative entre les textes produits par les élèves des deux groupes. Toutefois, les résultats montrent que dans le groupe expérimental, la maîtrise significativement plus assurée du texte documentaire de comparaison semble avoir guidé la sélection du contenu informatif développé.

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In this presentation will present the results of a research meant to verify the effects of contrasted didactic interventions on writing performances of a comparison expository text realised by 2 groups of pupils, experimental and control, using a pre-test/post-test method.

Pupils were in second grade of elementary school. These didactic interventions concern the comparison structure and the linguistic processes on which are based the comparison, performed after reading the expository texts on the objects of the writing project.

The results figuring here concern the expository content developed in the text production, in a post-test in relation with the source texts read previously.

Globally, the semantic analysis of the expository content does not show any significant difference between texts produced by both groups on this matter.

However, the results show that the selection of the expository content developed, on the part of the pupils from the experimental group, was guided by their significantly more secured control over the comparison structure.

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16TH EUROPEAN CONFERENCE ON READING

Worth to try! The word wall

GAVRIS-PASCU, Rodica-Gabriela

Romania

In the Romanian Art Language Curriculum, the third grade reading program includes word analysis, decoding and vocabulary development. Third grade students are encouraged to use sentence and word contexts to find the meanings of unknown words.

For this reason, I made use of “The Word Wall” as an important tool in teaching language concepts as well as in reinforcing the core vocabulary on a specific subject.

Word walls are lists of words that are related to each other in a way.

Most of the times, the chosen words are displayed in large, black letters on a highly visible wall as students confront them in reading or discussion. I used the words in collective classroom exercises.

For each subject I select five or more new words. Every time one of these words appears in the lesson, I reinforce it by pointing out on the Word Wall. Repetition is the key to the Word Wall’s success.

Students review terms on the Word Wall as a “warm up” activity before lessons.

There are few steps in preparing a Word wall: 1. Identify the key vocabulary words that students need to know for a specific topic or reading assignment.

2. Print the words in large black block letters on cards for posting on a prominent (always visible) wall or bulletin board.

3. Regularly review the terms on the Word Wall. Have students read them aloud as a “warm up” exercise. Frequently call on students to “refresh” their classmates’ memories of the definitions of these words. Reinforce these vocabulary words by including them in learning games and activities.

In my presentation I will point out the games and the activities that my students like most as well as the many pictures of my classroom Word wall.

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GEFFROY KONŠTACKÝ, Daniele Czech Republic DOLEŽALOVÁ, Jana Czech Republic

Développer ses compétences de lecture : un plaisir avec le DVD SULLI Developing reading skills : a pleasure with the DVD-ROM SULLI La communication présente les objectifs du DVD SULLI et analyse les avantages de ce multimedia pour le développement d’une compétence de lecture en langue étrangère.

Réalisé dans le cadre des projets Lingua 2 de l’Agence Exécutive Education Audiovisuel et Culture de la Commission européenne, le DVD SULLI propose une approche interactive de 40 textes littéraires des cinquante dernières années dans trois langues romanes (français, espagnol, portugais) et une langue slave (tchèque). Chaque extrait est accompagné de son enregistrement sonore. Les extraits et les activités s’adressent à un public de niveau B1-B2 du Cadre Européen Commun de Référence pour les langues étrangères. La démarche privilégie les activités d’anticipation, de repérage, de résolution de problèmes et fait appel aux ressources cognitives, affectives et métacognitives du lecteur.

La lecture est avant tout une activité individuelle : le DVD SULLI favorise cette approche en autonomie d’oeuvres littéraires en langue étrangère sans exclure des prolongements dans le cadre d’un groupe-classe par des activités interdisciplinaires (thèmes convergents, histoire, géographie, arts plastiques, etc.).

Eveiller la curiosité et l’intérêt du lecteur, développer ses compétences de lecture, répondre à son « horizon d’attente », lui donner envie d’aller au-delà de l’extrait, de découvrir l’oeuvre elle-même, tels sont les objectifs du DVD SULLI Sur le chemin du livre.

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16TH EUROPEAN CONFERENCE ON READING

The presentation introduces the DVD-ROM SULLI and analyses the advantages of this multimedia in developing reading skills in a foreign language.

The DVD-ROM SULLI is one of the projects Socrates Lingua 2 selected in 2006 by the European Commission. It offers learners of a foreign language â&#x20AC;&#x201C; potential readers - the opportunity of reading selected works from the second half of the twentieth century with a view to acquiring a reading skill that will open up the world of foreign language literature. It combines three Romance languages (Spanish, French and Portuguese) and one Slavic language (Czech). The four parts are identical: 40 extracts from contemporary works of literature, accompanied by a sound recording and activities (together with their clues). The approach encourages anticipating content, finding relevant information, skim-reading, deduction of meaning and problem solving, and calls upon the readerâ&#x20AC;&#x2122;s cognitive, affective and metacognitive abilities.

Reading is overall an individual act : the DVD SULLI is an autonomous working concept but activities in class can enhance the themes, develop the learners awareness of the other cultures.

Reading, a voyage of discovery with SULLI: discovering authors and their works, other ways of life, other ways of thinking and saying,

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going beyond the story telling, such are some of the aims of the DVD-ROM SULLI.

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GESSNER, Elisabeth Germany KUHLEY, Horst Paul Germany

Lese-Aktivitäten in der Sekundarschule richtig planen How to plan reading activities in secondary schools Oft wird in der Schule gelesen, vorgelesen oder für das Lesen geworben ohne zu überprüfen, ob dabei das gewünschte Ziel erreicht wird.

Deshalb sollte man alle Aktivitäten des Lesens in der Sekundarschule kritisch hinterfragen und überlegen, welche Aktivitäten vor dem Lesen, während des Lesens und nach dem Lesen sinnvoll für die Schüler organisiert werden können.

Der Vortrag wird die häufigsten Formen des Lesens im Fachunterricht (zum Beispiel Vorlesen, Mitlesen, Aufgaben lesen) untersuchen und zeigen, welche Lernarrangements die Leser mit sinnvollen Leseaufgaben beschäftigen und welche Formen ihr Ziel nicht oder weniger gut erreichen. Außerdem wird es darum gehen, wie man außerordentliche Lese-Events gut mit dem Unterricht in verschiedenen Fächern verbinden kann.

Reading activites in secondary schools in Germany are often exercised without asking whether they can achieve their aims.

Therfore all reading activites in the classroom should be revised in order to provide sets of activites for pupils before reading exercises, during reading exercises and after reading exercises. The presentation will look at the most common forms of activities in the classroom (reading aloud, reading along and reading of materials for tasks etc.). Some learning arrangements will be shown as effective ways of catching the learners’ attention while other forms will be displayed as ineffective for the ascribed purposes. It will also be shown how to connect extra-curricular reading events with classroom work in the subjects more effectively. (The presentation will be held in the

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16TH EUROPEAN CONFERENCE ON READING

A strategic approach to the enhancement of childrenâ&#x20AC;&#x2122;s comprehension development

GLEESON, Martin Ireland

Despite recent advances in research into the processes involved in reading comprehension and appropriate instructional approaches to develop these processes, the translation of theory to effective classroom practice presents a formidable challenge for policy makers and practitioners alike. For many children comprehension instruction is experienced as a silent individual activity, consisting mainly of the formulation of written responses to a range of questions in many subject areas across the curriculum and is tested rather than taught.

However, robust findings from research indicates that explicit instruction of key comprehension processes such as awareness of text structure, prediction, activation of prior knowledge, comprehension monitoring, visualizing, making connections, questioning, determining importance and summarization can impact positively on childrenâ&#x20AC;&#x2122;s comprehension development. Comprehension strategy instruction enables children to become purposeful, active readers with the capacity to apply a range of strategies determined by the complexity of the text.

In this presentation key comprehension processes will be modeled for participants with appropriately chosen fiction and non-fiction from contemporary childrenâ&#x20AC;&#x2122;s literature. Participants will be enabled

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to understand the importance of teaching comprehension from the initial stages of primary education using a range of text genres. A range of teaching strategies to support each key comprehension process will be defined, explained and modeled indicating:

• What the strategy is

• How to use it

• When to implement it

Comprehension Process Motions will be demonstrated to participants as a method of reinforcing children’s comprehension through a second learning input system. Such kinesthetic hand placements and movements that portray the physical and visual representations of abstract unseen comprehension processes such as prediction, making connections, etc. have been shown to be of particular benefit to younger children.

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Reading and writing gains for Maori students in mainstream schools: Effective partnerships in the Rotorua Home and School Literacy Project (New Zealand).

GLYNN, Edward New Zealand

In 1998 the Rotorua Energy Charitable Trust and the Ministry of Education funded a home and school literacy project in nine Rotorua primary schools. In each school a home-school liaison worker facilitated a home and school literacy partnership with the studentsâ&#x20AC;&#x2122; parents and whanau, focussed on improving studentsâ&#x20AC;&#x2122; reading and writing achievement (Glynn, Berryman & Glynn, 2000). This paper includes a re-analysis of the data from the nine schools in the original project in order to report specifically on reading and writing outcomes for 79 seven to eight year old Maori students who were learning to read in English and for 34 seven to eight year old Maori students who were learning to read and write in Maori. Approximately half of these students participated in the reading and writing procedures implemented by parents and whanau at home and also by their teachers at school (home and school group), while the other half participated in the same procedures implemented by their teachers at school (school only-group). Over two school terms (20 weeks) both groups of students achieved substantial reading and writing gains, but students in the home and school group achieved some additional reading and writing gains over and above those achieved by students in the school-only group.

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GODENIR, Anne Belgique

Rôle des bibliothèques dans le processus d’alphabétisation des adultes The role of libraries in the adult literacy process En Communauté française de Belgique, environ 10 pourcent des personnes âgées de 25 à 65 ans sont illettrées, ce qui signifie que leurs capacités de lecture et écriture ne sont pas suffisantes pour faire face aux nécessités de la vie quotidienne. Certaines personnes sont d’origine étrangère et n’ont pas terminé leur scolarité primaire dans leur pays. D’autres sont belges et ont vécu un échec scolaire.

Chaque année, environ 12.000 personnes fréquentent un centre d’alphabétisation pour adultes. Les raisons pour lequelles ces personnes veulent améliorer leur pratique de lecture et écriture sont variées: trouver un travail, entamer une formation professionnelle, être autonome dans la vie de tous les jours, soutenir les enfants dans leur scolarité. Le processus d’alphabétisation inclut par conséquent des dimensions culturelles, politiques et sociales. Il ne se limite pas aux apprentissages réalisés durant les temps de formation. Il trouve des points d’ancrage dans tous les espaces de vie médiatisés par l’écrit, y compris les bibliothèques.

Depuis deux ans, l’association belge “Lire et Ecrire” mène avec les bibliothécaires d’une région du pays, un travail de partenariat visant à développer des actions locales pour permettre aux personnes en alphabétisation d’exercer la lecture et l’écriture dans d’autres espaces que les lieux de formation. Atelier d’écriture, atelier de slam (poésie populaire), découverte d’un roman et rencontre d’un écrivain, organisation de séances de lecture-débat sur un thème, ou plus simplement lecture de journaux dans l’espace bibliothèque, recherche de livre ou recherche internet utiles pour la formation, avec l’aide du bibliothécaire, etc. Les développements sont divers et impliquent

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16TH EUROPEAN CONFERENCE ON READING

actuellement les bibliothécaires de cinq communes différentes.

La présentation consistera à identifier les étapes et les conditions de travail (notamment la participation des personnes en formation aux décisions) qui ont permis le développement de cette dynamique partenariale.

In Belgium (the French speaking part), around 10 percent of people aged 25-65 are illiterate. This means that their reading and writing abilities are not sufficient to meet the daily life needs. Some are foreigners who did not complete the primary school course in their country. Others are Belgian people who met school failure. Each year, around 12.0000 people attend adult literacy centres. Reasons why they want to improve their practice in reading and writing are various: to find a job, enter a vocational training, be more autonomous in the daily life or support children at school. The adult literacy process accordingly includes cultural, political and social dimensions.

This process is not limited to the learning time spent in the classroom. It happens in all life events or places which request written language, including libraries.

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GOMES, Suzana dos Santos Brazil CASTANHEIRA, Maria LĂşcia Brazil

Literacy practices in secondary school: which learning opportunities do teachers and students create in everyday classroom?

GREEN, Judith Lee USA

This research aims to analyze the learning opportunities teachers and students create in the classroom to master written language.

This is an ethnographic research performed through active observation of subject classes of an 8th grade group of a secondary public Brazilian school. As theoretical-methodological approach, the research adopted the interactional ethnographic perspective in (Castanheira; Crawford; Dixon; Green, 2001); the social-historical approach of the learning and discourse appropriation in (Vygostsky, 1987, 1991); as well as the discursive and dialogic approach in (Bakhtin, 1981; 1992) that suggests the association among interaction, discourse and knowledge. To collect data, observation and classroom ethnographic note taking (Emerson; Fretz; Shaw, 1995), audio and video recordings (Erickson, 1986, 2006), ethnographic interviews (Spradley, 1979; Brenner, 2006) and transcripts and data representation (Ochs, 1979; Koch, 2001; Tannen; Wallat, 2002) were used. The research considers the construction of knowledge in the classroom as a reflection of the complex and multifaceted nature of discursive and interactional practices between teachers and students in their social, cultural, and historical contexts. Results demonstrate that both teachers and students participate in the literacy process in different contextual dimensions that both inform and constitute knowledge construction in the classroom.

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16TH EUROPEAN CONFERENCE ON READING

Compreensão leitora e competência escrita em alunos de ascendência africana em Portugal Reading understanding and writing ability of Portuguese students with African ancestry

GONÇALVES, Carolina Portugal SOUSA, Otília da Costa Portugal

Durante 3 décadas, Portugal recebeu unicamente imigrantes oriundos das suas ex-colónias, falantes de crioulo ou de variedades linguísticas africanas, no início do século XXI passou a acolher também falantes oriundos da Europa de Leste, Ásia e América do Sul. Apesar de uma população multilingue, o ensino continua a ser feito unicamente em português – língua oficial do país de acolhimento e língua de escolarização.

Que índices de literacia podem desenvolver estes alunos numa língua segunda que é leccionada como se se tratasse da sua língua materna?

Nesta comunicação, pretende-se apresentar um Estudo realizado junto de alunos de ascendência africana, tendo como principais objectivos, num primeiro momento, conhecer e analisar os seus níveis de competência leitora e a sua competência ao nível da expressão escrita, analisando e categorizando as suas dificuldades linguísticas na língua portuguesa – sua segunda língua. Num segundo momento, pretende-se apurar as necessidades linguísticas e escolares destes alunos de forma a realizarem com sucesso o seu ensino-aprendizagem.

Do ponto de vista metodológico, cruzaram-se duas técnicas para a recolha de dados: 1)aplicação de testes língua para recolher e analisar os níveis de competência leitora e linguística, comparando por um lado com os resultados obtidos com alunos cujo português é a língua materna e, por outro, com os resultados do PISA (Programme for International Student Assessment); 2) aplicação de questionários aos alunos de ascendência africana com os quais se procura conhecer e divulgar as suas necessidades educativas.

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Posteriormente, pretende-se a concretização de propostas de práticas pedagógicas que visem a superação das fragilidades detectadas ao nível da compreensão leitora, e uma melhoria dos níveis de sucesso escolar.

If for three decades, Portugal only received immigrants from its former colonies, people who talked Creole or other African linguistic varieties, at the beginning of the 21st century it also started to welcome people from Eastern Europe, Asia and South America.

Although it has a multilingual population, teaching is still exclusively done in Portuguese – the official language of the welcoming country and its educational language.

What literacy rates can these students achieve when they are studying in a second language that is taught as if it were their mother language?

In this communication, the objective is to present a Study done among students with African ancestry. Its main objectives are, firstly, to understand and analyse their reading and writing competence levels, by analysing and categorizing their linguistic difficulties in the Portuguese language – their second language. Following this, the objective is to identify the linguistic and educational needs of these students, in order for them to have a successful teachinglearning process.

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16TH EUROPEAN CONFERENCE ON READING

Methodologically, there are two techniques employed in gathering the data: - the use of language tests to collect and analyse reading and linguistic competence levels. On the one hand, these results will be compared with the results achieved by students to whom Portuguese is their mother language and, on the other, they will be compared with PISA results (Programme for International Student Assessment); - the use of questionnaires presented to students with African ancestry. The objective of these questionnaires is to know and disclose their educational needs.

Following this, the aim is to devise pedagogic practices proposals to overcome the identified difficulties in terms of reading understanding and to improve the levels of educational achievement.

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GOODMAN, Ken USA STRAUSS, Steven

The brainâ&#x20AC;&#x2122;s mechanisms for guessing and constructing meaning in reading and in general

USA

The theory of the reading process, which Ken Goodman characterizes as a psycholinguistic guessing game, is consistent with the growing evidence from brain theory and research that the brain makes predictions and inferences as it makes sense of the world. The brain is always guessing on the basis of what it knows and uses the eyes and other senses to provide confirmation and new information on which it bases its further expectations. Thus intelligent guessing is a major part of making sense of the world.

The authors will engage in a dialogue on reading and brain function and invite the audience to join in the symposium.

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16TH EUROPEAN CONFERENCE ON READING

Examining roots and routs to learning: an interactional ethnographic approach

GREEN, Judith USA CASTANHEIRA, Maria LĂşcia

In this workshop we explore ways of identifying, analyzing and repre-

Brazil

senting literate practices across times and events in classrooms. We will engage participants in examining a logic of inquiry that permits identification of an ancor event or literate practice and in identifying the antecedents events leading to development of a practice. Participants will be provided with different levels of analytical scale that shows the growing repertoire of literate practices across school year.

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GRIFFITH, Priscilla USA

Accelerating the literacy learning of at-risk children in early childhood classrooms Students entering school from economically disadvantaged homes are more likely to have difficulty in developing early literacy skills leading to subsequent reading problems and to poor academic performance. Accelerating the learning of children living in poverty requires closing both the achievement gap and the instructional gap between current and best practices. The purpose of this paper is to describe a successful acceleration model developed as a result of the implementation of three professional development projects in early childhood classrooms with three- and four-year-olds living in high poverty areas.

The components of this acceleration model include a scientificallybased curriculum, teacher professional development, and progress monitoring. The model is effective because it creates an upward spiral of closing the gap in student achievement and in implementation of best practices. As teachers realize their instruction can have an impact on student outcomes they are motivated to strive towards excellence in their instruction; the improved quality of teaching results in greater student achievement. Feedback on accelerated student achievement is presented to teachers through progress monitoring data; the improvement in the quality of instruction is brought about through professional development classes and coaches working sideby-side with teachers in their classrooms to help them implement best practices instruction.

In addition to providing a detailed description of each component of the model, this paper presentation will include a history on the development of the acceleration model across the implementation of the three professional development projects. Quantitative and qualitative data will be presented to support the model.

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16TH EUROPEAN CONFERENCE ON READING

ICT and literacy development in the language classroom. Some (mis) understandings (?)

GUERRA, Joaquim Portugal

The impact of ICT in the learning and teaching process is something that we canâ&#x20AC;&#x2122;t avoid. In fact, even the literacy development of the population is changing and adapting to this new realities. We send emails, use sms, read online news, blogs, etc., research web encyclopedias, and so on. Our students do it all too.

As teachers, do we have to use these technologies in class for literacy development? If we use it, or try to use it, how can we do it?

What tools, when, and for what purposes? So many questions that itâ&#x20AC;&#x2122;s difficult right now to answer. Nevertheless, research findings in role of ICT for literacy development are growing and showing that there are some advantages in using them in language classrooms.

In this presentation, I propose to review of some of the ICT contributions. I will also contextualize their use, by analyzing the official Portuguese language programs. Finally, I will present some practices and results of the use of ICT in the language classroom for collaborative writing.

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GUIMARĂ&#x192;ES, Paula Portugal CASTRO, Rui V.

Literacies in the workplace: changes in the importance given to reading and writing in a changeable industrial context

Portugal DIONĂ?SIO, M. Lourdes

Literacies in the Workplace is a research project aimed at studying

Portugal

literacy practices in a buses factory. This research includes the analysis of the factory as a place based on several specific contexts in what literacy practices are concerned. Within the frame of a recent racionalization process of the buses production and management of the factory, involving both the assembly line and the white collars workplaces, these has been a relevant shift in the content and types of literacy practices. Reading and writing assumes new shapes and new meanings given by the different kinds of workers.

The analysis made in this paper is based on data collected in the referred research project through direct observation, interviews and two questionnaire of a literacy survey.

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Can anybody work in the school library?

GUSTAFSON, Kerstin Sweden

We all know how important the school library is for successful progress in literacy as well as progress and success in other disciplines.

Still this seams to be a neglected subject in teacher education (and maybe in the education of librarians as well?). So what skills are required for those working in school libraries?

For many years I have had courses for practising teachers (and librarians) who want to learn more about school library and its possibilities for being a tool for pupils to reach their goals. I have also let my students in the teacher program have field studies in and evaluate school libraries.

The main idea behind our courses is to find out what steering documents are there for school libraries and what activities can it provide the school with. In our course we divide the activities in two parts: * the library as support and encouragement for literacy development using children´s literature, book talk, telling tales, the widen conception of text, etc. *the library as the centre of information seeking, using different kinds of sources for pupils and teachers to find information and knowledge in all required subjects.

I would like to share with you the ideas behind the courses as well as results that came out of them. Finally I will raise some questions about the difference between school library as something taken for granted on one hand and a matter only for those who are dedicated to the cause on the other hand.

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HAASE, Janeen USA

The status of teacher education in the Eastern Europe and Eurasia region

DACHKOVA, Lydia Bulgaria

The International Reading Association has conducted a multi-national

BERNAT, Simona

survey of 22 countries in Eastern Europe and Eurasia to determine

Romania

the status of teacher education in the region. An extensive survey instrument was used to collect the most up-to-date data on teacher education institutions, policies, curricula as well as professional and career development policies and situations in each country. This study was previously done in the Asia/Pacific region in cooperation with UNESCO. Findings of the survey have been compiled into a comprehensive report which will be showcased and discussed. In this session, methodology, results, findings and recommendations of this project will be discussed. It is hoped that this report will highlight specifically the areas where teacher education is lacking and will be used as a tool to increase awareness of national and international donors to the status of teacher education in each country.

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Stratégie lexicale en première année d’enseignement de la lecture-écriture Sight-words strategy in first year of learning to read and write

HANNOUZ, Dominique France

Dans le cadre d’un programme de recherche qui vise à identifier les mécanismes d’écriture des jeunes enfants, nous nous proposons d’analyser une procédure originale d’écriture qu’ils mettent en œuvre : l’emploi de mots-outils pour coder des syllabes homophones.

Nous qualifions de lexicale ce type d’écriture. Par exemple, l’enfant qui sait écrire le déterminant LES peut employer cette graphie pour coder la première syllabe du mot légume (LESGUM). Cette procédure identifiée dans d’autres recherches (Goswami,1986, 1988, 1998) établit qu’à partir de la reconnaissance orale de rimes, l’enfant peut utiliser ses connaissances graphiques pour écrire de nouveaux mots.

Cette stratégie repose sur une analogie sonore entre les parties de deux mots (ex. des/départ).

Dans un premier temps nous souhaitons évaluer l’importance de cette stratégie en français. Puis dans un second temps selon une approche socioconstructiviste nous postulons que l’interaction entre un adulte et les enfants d’un groupe expérimental leur permet de délaisser l’écriture lexicale.

Cette recherche a été réalisée pendant une année scolaire auprès de deux classes de première année d’enseignement obligatoire. Une des classes constitue le groupe expérimental et l’autre le groupe témoin.

Le corpus est constitué de productions d’écriture inventée pour les deux groupes et d’entretiens didactiques pour le groupe expérimental.

Les résultats montrent que l’écriture lexicale persiste jusqu’en fin d’année. D’autre part, on observe que l’entretien basé sur la mise en mot et l’explication des procédures permet aux enfants du groupe expérimental de délaisser plus rapidement cette stratégie que ceux du groupe témoin qui n’ont pas bénéficié de cet entretien didactique.

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Within a research program the aim is to identify writing processes of young children, we suggest to analyse an original writing process they implement : the use of sight-words for coding homophonous syllables. We call lexical this kind of writing. For example, a child knowing how to write the determiner LES can use this written form to write the first syllable of the word lĂŠgume (LESGUM). This process identify by other researches (Goswami,1986, 1988, 1998) sets that based on recognition of oral rimes, the child can use his graphic knowledge to spell new words. This strategy relies on a phonic similarity between parts of two words (eg. des/dĂŠpart).

In a first step, we wish to evaluate the extent of this strategy in French. Then in a second step, according to a socioconstructivist approach, we assume that the interaction between an adult and children of an experimental group enables them to dismiss lexical spelling.

The results show that lexical spelling persists until the end of the school year. Besides, it can be observed that the interview based on worded explanations of processes enables children of the experimental group to abandon this strategy more rapidly than the ones of a test group who are not submitted to a didactic interview.

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Creating and sustaining adult literacy: a grassroots & community approach

HARVEY, David USA PEREZ, Roberto

Globally it is estimated that over 800 million adults over the age of

USA

16 are illiterate. In the United States, it is estimated that 30 million

MULLAN, Pamela

adults over age 16 are at below-basic literacy skill levels, with many

USA

more functioning at basic-literacy skill levels. This symposium will explore community and grass roots mobilization efforts for adult literacy and the role the movements play in developing civil and democratic societies -- in an era of a rapidly growing global and US adult literacy problem. Topics to be addressed include: (1) illiteracy and aliteracy, a review of the demographic trends; (2) creating and sustaining grass roots movements for adult literacy and implications for public policy, financing and advocacy; and (3) a case study of Liberia, a country whose President has formed a plan to eliminate illiteracy among adults by 2015, with lessons learned for the global community.

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HATZIMAVROUDI, Eleni Greece

Teaching and learning ancient Greek in Greece and multimodality Teachers of Ancient Greek in modern Greek High School have to cope with various difficulties, mainly with the uneagerness of students and the ideological charge of the lesson because of its route in the course of history. The solution of these problems is strongly related with the need for a serious reorientation of the philosophy, the rhetoric and the content of Ancient Greek course after examining the current conditions of society. Aiming at the contact of students with Attic Greek dialect in order to read –after graduation– Ancient Greek Literature, not necessarily through translation or with the ability of criticizing it, means acquaintance not only with the language used but also with literature from which fragments are extracted and with the civilization from whose contexts these fragments gain life. In this way students can be encouraged to search for texts. The formalistic grammar-translation method ought to be left aside. The main directions of Ancient Greek course can be thus described as follows: a. Students can examine and interpret various Ancient Greek texts in order to adopt a critical view to language and literature; b. they can create on the other hand many kinds of modern Greek texts, also multimodal, varying from daily homework to interdisciplinary projects.

It is obvious in both directions that new technologies, computers and multimodality play an important role, which is to be described in the present essay in the frame not only of the specific course as far as the curriculum, the books and the teaching practices are concerned but also of the need for a cultivation of students’ “digital literacy”.

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The iSchools Project: enhancing the language arts curriculum through computer-based learning objects

HERMOSA, Nemah Philippines

The iSchools Project is one of the flagship projects under the Commission on Information and Communications Technology that supports the efforts of the Philippine Government and the Department of Education in integrating information and communications technologies (ICTs) in education in public high schools.

The Project focuses on strengthening classroom learning and instruction by expanding access to various sources of information. Likewise, it aims to develop the competencies of public school teachers in integrating ICTs in the teaching-learning process.

The paper will discuss the content development process of the English component of the Project, which is underpinned by LINKS, a framework for developmental reading instruction that uses literature as a springboard for the integrated teaching of the language arts (see Figure 1). The instructional design and technical development process will also be described. Examples of computer-based instructional modules and learning objects in various areas of reading and language instruction, within the LINKS sequence, will be shown.

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HEYNE, Nora Germany GOELLNER, Richard

Forms of reading practice at primary school and its importance to the acquisition of reading competence

Germany

Recent studies (e. g. PISA, IGLU) revealed unsatisfying achievements of German pupils at reading. On the base of questionnaires they also showed measures of teachers to mediate reading competence.

Against this background the presented study (conductor: Prof. Dr. A. Helmke) investigated the acquisition of reading competence of pupils at primary school within the context of conditions of reading lessons (39 classes).

For this reading competence of pupils was measured by tests at the beginning and the end of fourth classes. Furthermore conditions of reading lessons were recorded by means of video-based observations with the help of different new-designed low-inferent observation schemes. Among other criteria, forms of reading practice in class were observed of which important influences on the acquisition of reading competence were expected, e. g. reading in single work, with partners and in class.

Outcomes of the study involved descriptions of the occurrence of different forms of reading practice during reading lessons and results from analyses of its beneficial effects on the acquisition of reading competence of pupils. These will be discussed also within the context of results from other studies (e. g. IGLU), which showed forms of reading practice during lessons in different European nations in combination with pupils reading achievements.

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Graphic Organizers: mapping the mind

HIGGINS, Betty USA

A graphic organizer is a visual organizer which defines relationships among concepts according to their rank. This strategy can both enhance readiness to learn and the recall of information. It aids the reader to organize thoughts by understanding relationships among

MILLER, Melinda USA WILLIAMS, Joan USA

concepts in a selection. Readers can begin to connect the new information with their prior knowledge.

This workshop will present several forms of graphic organizers and through practical application show how graphic organizers can help the learner retain information.

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HILL, K. Dara USA

A first grade teacher’s negotiation of book clubs in a high achieving, high poverty Detroit public school This study examined a first grade teacher’s negotiation of peer-led book club discussion groups in colleagueship with a researcher at a high achieving, high poverty primary school in Detroit. In spite of the school’s high performing record, the threat of school closures renders that teachers are constrained by adhering closely to pacing guides to preserve their high achieving status. Therefore, students were supported toward word identification strategies, literal comprehension, and sound-letter correspondence in a linear fashion. The focal teacher indicated that students struggled with the literal comprehension focus and that most required selections were irrelevant to students. Her administration encouraged risk-taking and collaborating with a researcher to modify instructional practices. The researcher and teacher implemented book club discussions one morning per week, while mandated instruction was enacted during the remainder of the week. On book club days the researcher engaged students in read alouds of literature in the anthology along with supplemental theme-based literature. The researcher and teacher facilitated students’ jottings in their reading logs in which they wrote about their favorite part of the story, asked a thought provoking question to elicit discussion, and drew a picture. Upon completing reading logs, the researcher and teacher supported students’ transition into peer-led discussion groups to enhance their comprehension and speaking skills. An examination of transcripts suggest heightened comprehension and students’ ability to mediate personal connections, multiple perspectives, and critical questions.

Moreover, interview data reveals the focal teacher’s belief that peerled discussion is a necessary ingredient to balance the mandated

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skills-based framework.

6/29/09 3:19 AM

16TH EUROPEAN CONFERENCE ON READING

Key elements for improving teaching adolescent struggling readers. research findings about good practice in 11 European countries (Socrates-Project ADORE)

HOLLE, Karl Germany GARBE, Christine Germany WEINHOLD, Swantje

This presentation will focus on â&#x20AC;&#x153;Good Practiceâ&#x20AC;? for adolescent

Germany

struggling readers in the context of European countries. The results of the PISA 2000 study showed severe deficits in reading literacy of 15-year-old students in many European countries. Since then, several research projects have been initiated to explore the most effective ways of improving reading skills and habits of adolescent readers. The Socrates-Project ADORE (Teaching Adolescent Struggling Readers. A Comparative Study of Good Practices in European Countries) has collected 12 European partners of 11 European Countries investigating models of good practice in reading instruction in all respective countries. During a 2-year-investigation period, there could be identified different national ways and generalized relevant key elements concerning the improvement of reading instruction for adolescent struggling readers.

In this symposium, the presenters will share their experiences, findings and conclusions with European reading researchers, practitioners, and other professionals who are involved in improving reading instruction.

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HORTON, Todd Canada BARNETT, Jennifer

Electoral politics and the new literacy: communicating with and hearing from young voters

Canada

In 2004, UNESCO expanded its definition of literacy in an acknowledgement of proliferating media and an understanding that literacy must be considered in context. They defined literacy as â&#x20AC;&#x153;â&#x20AC;Śthe ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts.

Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.â&#x20AC;? (13) This definition is used as a starting point for a poster presentation exploring issues of literacy as they relate to democracy, specifically electoral politics. At election time, political parties need volunteers, support for their platforms and of course, votes. However, many democracies are experiencing a serious decline in voter turnout, especially among 18-25 year olds. Parties must continue to inform the electorate using traditional newspapers, radio and television but also become literate in the use of newer multimedia such as blogs, internet video, instant messaging and webcams. These are the media used by young people to communicate and they can serve as an effective means of creating networks of young, informed and engaged voters.

The UNESCO definition of literacy has implications for teachers

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educating for democratic citizenship as well. First, teachers must help students see the relevance of electoral politics to their lives and that their input is expected and has value. Second, more time must be spent introducing students to the various places to obtain information about political candidates, platforms and the process itself.

Third, teachers have to engage students in critical activities whereby information is evaluated using criteria including clarity, coherence, accuracy and effectiveness. Finally, students have to become literate in old and new forms of media to be able to communicate their views on issues.

Examples from Canadian politics and classrooms will be presented.

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HSIEH, Ivy Haoyin USA

Multiliteracies of a boy from working class immigrant family Immigrant ESL students who do not have a mainstream social literacy background may have a hard time connecting home literacy with school literacy. Other than the traditional perspective that only takes reading and writing as literacy, Heath and Street (2008) put forward â&#x20AC;&#x153;multimodal literaciesâ&#x20AC;? to include events and practices that function in different forms and in different social environments.

The presenter will share part of her study that focuses on the literacy world of a 15-year old boy who was raised in a new immigrant working class family. With parents working more than 12 hours a day in a restaurant, the boy seems to grow up on his own. Without intensive face-to-face interactions with family members, he has sought ways to interact with the outer world. Following the interactional ethnographical perspective that closely examines face-to-face interactions, the socio-cultural approach of narrative is used to analyze the meanings of interactions linked to the social settings (Weber, 2001). With the focus of human narratives, data was organized and analyzed through the Zoom Model Approach, in which the analytical process moves through four zoom lenses that allow the researcher to focus in on the details of the individual stories and out to the big picture of the family culture.

Multi-literacies of this boy that include ways of communications, situated language, functional literacy in daily life, online literacy, and implicit cultural expectations will be discussed.

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Young children making sense of book sharing activities: a videobased microanalysis of kindergartener’s literacy practices and abilities

ISLER, Dieter Switzerland

There is plenty of evidence which supports the strong relationship between socioeconomic background and achievement in reading from the very beginning of schooling. This relationship is mediated by literacy practices in every day life (within family or community contexts): If a child is already familiar with the specific literacy practices required at school, she will take advantage of learning opportunities in the classroom more easily. Therefore, the match or mismatch of everyday and school practices plays a crucial role in the development of literacy. Furthermore the teacher’s awareness of this interplay is of particular importance for children from diverse backgrounds. How do the children’s emergent literacy practices differ? Which literacy abilities underlie these practices? How are the practices and abilities rooted in the children’s home experiences? This study will explore these questions using a combined ethnographic and pragmalinguistic approach. Four children, aged 5–6 years were observed within their respective families and their common kindergarten classroom.

Based on field notes, audio recordings and family interviews, literacy practices were identified and literacy abilities reconstructed. In addition, a literacy assessment procedure was conducted with each child, including two different formats of book sharing. These videotaped assessments were analyzed using multimodal sequence analysis in order to examine in detail the processes of making sense during book sharing activities. The study aims to describe the variety of literacy practices and abilities children bring to school. It intends to shed some light on the conditions necessairy for the development of litercy practices and abilities. Finally it will outline effective ways teachers might support children from diverse backgrounds.

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IVARSSON, Lena Sweden

Different learning environments and their impact on reading development This study focuses early readers, e.g. children who have learnt to read before they start school, and their learning environment at home and in school. The theoretical concepts of interaction, zone of proximal development, actual and potential level of development, Vygotsky (1978), emerge as key concepts.

This presentation draws on data from a three year longitudinal study.

Participants are thirteen early readers, their peers, teachers and parents. Data consist of standardized reading tests, interviews with parents and teachers, classroom observations and informal talks with early readers.

Children should be given the possibility to read in social practices (Liberg & BjĂśrk, 2001) with a starting point in their own understanding, interest and motivation. Reading and writing can not be learnt separately from each other and the world around, but in meaningful contexts, where the children are given opportunities to explore print and be a part of the reading society, on their own and together with others. In this study, early readersâ&#x20AC;&#x2122; interest in reading and writing activities is the starting point for different activities in the homes.

Reading acquisition takes place in the zone of proximal development, with parents and older siblings support. Interactions between early readers and parents will develop early readersâ&#x20AC;&#x2122; knowledge of print and the world around, which will serve as good help in reading acquisition.

The school environment, differs from the home environment, e.g. as there are steering documents, learning materials, class-mates and teachers views of learning, that will influence teaching and learning.

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Early readers literacy activities before school start, and through grades one to five

IVARSSON, Lena Sweden

This study focuses early readers, e.g. children who have learnt to read before they start school. Focus for this presentation are the early readers literacy activities and reading interest in their leisure time. The theoretical concepts of interaction and zone of proximal development, Vygotsky (1978), emerge as key concepts as they build a foundation for the early reader’s favourable reading development.

This presentation draws on data from a three year longitudinal study and a follow up study. Participants are seven early readers. Data consist of informal talks with the early readers, interviews with parents, and a questionnaire to the early readers.

All early readers in this study showed great interest in literacy activities before school start, but will they keep their interest for literacy activities through the years? Result shows that six out of seven early readers, actually keep their reading interest through grades one to five, but the kind of literacy activities they find interesting change over time, as well as how often they, for example, read. In this presentation, a picture of each child’s literacy development over time will be given. A short presentation of the early reader’s home environment and reading development before starting school, and through their first three years in school will be given as an introduction.

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JAMNIK, Tilka Slovenia

The Slovene Library-Museum Mega Quiz, a modern form of library-information literacy project The Slovene library-museum MEGA quiz is prepared by the main children library in Slovenia (Ljubljana Metropolitan Library) in collaboration with Slovene museums and organized by all 60 main public libraries in collaboration with elementary schools (librarians and teachers) and other actors in the community (local media, tourist offices, different firms, etc.). It is a modern form of library - information literacy programme, dealing with cultural heritage focusing on the famous Slovenians from different types of art and science and their memorial houses from the different cultured landscape. The most important Slovenians have been from ever in Europe and in the world and have been contributing to intercultural dialogue within the world!

The quiz makes schoolchildren use libraries, makes them look for information sources, use computer and internet pages. It motivates them for virtual research of Slovenia and for the concrete travelling in the country. And it promotes reading!

The quiz is dedicated also to their parents, to turists and other grown-up people. It is especially important to people in provinces, far from galleries in towns. The questionnaire is available in a printed version and online and via mobile telephones. The Quiz is promoted in the special emisisons on the Slovene First National TV programme.

The period of solving the Quiz is from October to February, in May it ends up by a TV emission on the Slovene First National TV programme.

Also the children of the Slovene minorities and the Slovene emigrants in Europe take part in the Book Quiz.

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Towards plurilingual literacy in higher education: reading and writing in disciplines

JĂ&#x201E;RVINEN, Heini-Marja Finland

The Bologna Declaration emphasizes language learning in higher education in order to gain access to specialised material in another language, to be able to participate in mobility programmes and international projects and to gain professional communication and socialisation skills (Tudor 2003). One way to attain these goals is using and understanding a foreign language in teaching and improve comprehension of specific, content-related reading materials.

This paper explores good practice in accessing academic literacy in higher education. The data consist of student feedback on good teaching and they derive from a course of oral microbiology for dental students delivered in English. The students assessed both lecture delivery and content and the treatment of written materials. In the light of the results, the identity of a plurilingual university student is discussed. The potential of the recommendations inferred from the feedback is discussed in terms of a feasible model for best practice in higher education.

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JELENKO, Tanja

Creative teachers and deepening of literacy

Slovenija

The word creativity has been using more and more often since last decades in conversations, in scientific and reporters’ accounts and on the titles of books. But the word creativity has been becoming abused because we only talk about creativity but we don’t use it enough in real life.

In my report, a creative teacher and his teaching of literary and non-artistic texts in Secondary School will be exposed. Teachers can recognize how creative the children are and acceptable for all the wonders of the world. According to the advanced students’ creative growth psychologists don’t agree. Some of them think that literary creativity grows up to students’ adolescence and adult. Some of them think that pupils’ creativity stagnation has already been visible during secondary schooling. Extensive international progress studies among children in the kindergartens and the primary schools have showed that children’s creativity grow proportionally with their age.

In some countries psychologists really discover the stagnation in pupils’ creativity in the third or fourth grade of schooling. So they began to explore the pupils’ classes and countries where there was no creativity stagnation. They found out that teachers in these classes prevented the pupil’s stagnation because they used creative methods of teaching. Follow-up survey which will be presented has shown how teacher’s own original didactic models influence on enlarging students’ literary creativity in Secondary Schools and consequently the teachers’ creative teaching methods affect the level students’ growth of literacy. The case study deals with reading, understanding and evaluating literary and non-literary texts in the classis of Secondary Technical Schools in Slovenija.

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Assessment for Learning Inner City Schools Literacy Project Promoting student learning through a combination of webcasting and face - to face delivery

JENSEN, Yrsa Canada DONOVAN, Joanie Canada

One Canadian school district and a provincial Education Leadership Council collaborate with school teacher-administrator teams to put Assessment For Learning strategies into practice through a combination of technology and personal interaction.

This session will explore the process that was instrumental to inspiring change around ongoing assessment and instruction practices in five inner city schools in Surrey, British Columbia. Foundational to this change is the guiding principle that rich, focused, ongoing classroom-based assessment for learning is at the heart of improving motivation, engagement, and educational growth of learners – especially lower achievers. Integral to the work is the exploration of six key practices which are easily incorporated into teaching.

Explicit instruction involving six key practices, learning intentions, criteria, feedback, questions, self and peer assessment, and ownership was provided through:

• face to face delivery

• live provincial webcasts

• archived webcasts

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All three forms of delivery meshed to improve the learning and provide continuous support to participating teachers and administrators, combining theory with practical strategies.

Participants in this workshop will engage in the exploration of the six key practices:

• Learning Intentions

• Criteria

• Feedback

• Questions:

• Self & Peer Assessment

• Ownership

Portions of archived webcasts will be utilized during the presentation demonstrating the power of integrating technology in this learning. A handout of the model used and the material covered will be provided.

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Health and reading: building literacy together

JONES, Joanna USA

Building on national concerns for the health of school age children, health educators joined with reading educators to support the deve-

KLARENBEEK, Sandra USA

lopment of literacy skills while enhancing health instruction. Health skills, like reading skills, need to be practiced in non-threatening situations in order to become automatic lifelong skills. In this three year project, a reading specialist and a health education specialist investigate a collaborative health-reading curriculum.

Using six selected novels in the first year of instruction, literature circles were implemented with thirty-four college childrenâ&#x20AC;&#x2122;s literature students and replicated with twenty-eight fifth grade students. In the second year, additional literature titles were infused into the instruction as well as additional professional development opportunities were provided for teachers. In the third year, assessment materials were added to this expanding project. The question guiding this investigative project was: Do teachers have sufficient understanding of health standards and reading skills to conduct literature circles that provide a collaborative health-reading curriculum for student?

In most schools across the United States, classroom teachers are the health teachers. Seeing health education as a separate discipline, teachers do not take time to teach it. In order to overcome this perception, the current emphasis within health education is to infuse reading with the health curriculum.

From this project, the researchers found that when teachers select meaningful literature for reading instruction, students establish understandings in two curricula. The literature acted as the catalyst for students in non-threatening situations to practice making decisions about their health and well-being.

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KAARTINEN, Vuokko Finland

Who am I as a teacher of writing – exploring student teachers’ identities Writing is an important tool in the education of 9 to 12 year-old students in general and in the teaching of language arts and literature in particular. Writing can be integrated with the teaching of other sub-skills of first language teaching: listening, reading, speaking and creative expression. It is important that prospective teachers are well educated in the pedagogy of writing instruction and that they have a personal relation to writing.

This paper is initiated by a description of a writing workshop (3 credits) for classroom student teachers with 1) a focus on the writing process and 2) on creative / imaginative writing tasks done on the basis of short stories and 3) textual interventions (Pope 1995, Romano 2000, Knoeller 2003, Gillespie 2005). The final assignment of the course comprised a writer-instructor’s portfolio. The data consist of five courses (c. 80 participants). The paper concludes with an analysis of the development of the students’ identities as writers and writing instructors. The analysis of the identities and their development is based on the portfolio data.

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Diverse possibilities of using the critical thinking approach in school libraries for promoting reading

KALNIŅA, Sandra Latvia KALVE, Aija Latvia

Since the middle of the 90s of the 20th century critical thinking in Latvia is a significant phenomenon in pedagogical practice: school teachers and pedagogical university teaching staff have got acquainted and apply in their practice the critical thinking approach and this philosophical and didactic system and framework is successfully used in organizing the teaching/learning process at different educational levels. Unfortunately, the school librarians were not involved in the acquisition of the critical thinking approach and at present we can observe the consequences of this short-sighted policy – nowadays when the discussions about how to promote positive attitude in pupils towards books and how to popularize reading in the Latvian society become more frequent, no purposeful work is carried out in school libraries to promote reading. The school librarians themselves admit that they lack didactic knowledge and understanding for promoting reading and literacy, for cooperation with teachers and parents.

The project “School libraries – promoters of the dialogue of cultures” was started in September 2007 and ended in September 2008.

During the project 36 school librarians representing different regions of Latvia got acquainted with the critical thinking approach and the different strategies for promoting reading.

The presentation/report will analyze the results of the project and will present the good practice stories and the librarians’ best experience in promoting reading with the help of critical thinking approach, as well as describe the encountered problems and the possible solutions.

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KANSY, Helga Germany

Living between the lines while writing a bilingual story: on my being lost in translation?

This presentation is an autobiographic account of life between two languages and cultures while writing a manuscript in two languages.

Being bilingual and interested in language acquisition I accepted the challenge of experimenting. In theory it sounds so easy to switch from one language to another. In practice, however, there are many stages of in-between. Often I was even stuck in “No-woman’s land”.

A play on words in one language couldn’t be transferred to the other.

Should I therefore leave out a passage on which I worked so hard, one that had become so meaningful, at least from my point of view?

But there were also times when the text, ideas, and the desire to be heard took over.

At first I thought that this experiment wouldn’t lead anywhere; that I would just forget about it and go on with my normal life. However, I soon had to realize that my little story, especially the three protagonists, had taken on a life of their own. And their voices wanted to be heard!

This presentation shares some of these experiences. Foci of attention are: 1. What is it like and what happens to someone/an author writing in two languages? 2. What have I learned about writing, language and culture in doing so? 3. Implications for teaching about language, from language arts to multicultural literacy.

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Welcome to the world of German literacy: reflections on teaching adults from culturally diverse backgrounds

KANSY, Helga Germany

This presentation offers a look behind the scene and shares personal experiences of teaching German literacy classes for adults from culturally diverse backgrounds. Foci of attention are: 1. Introduction to the setting and teaching methodology applied; 2. Summary of major experiences and findings; 3. Implications and critical analysis.

There is much talk of integration in Germany. A tremendous need has arisen for helping people with a migration background who live in Germany to acquire the German language. A closer and critical look, however, reveals the fact that the federal government does not provide sufficient funding or show long-term commitment in doing so. Most of these languages courses are offered at the Volkshochschulen, the German institution of adult education. More and more budget cuts jeopardize not only German literacy courses but also the bare existence of the Volkshochschulen. In addition, new naturalization regulations demand a “quick and dirty” solution when it comes to teaching and testing language proficiency. Teaching adult literacy counteracts this political reality by its very nature: it requires a great deal of time, patience, and individual attention.

Having taught adult literacy classes for ten years, I have learned to ignore this sad reality and to rather focus on welcoming my students to the world of German literacy. The road to German literacy is a long and difficult one. This presentation reports not only on what worked but also on what didn’t work, and why.

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KASTEN, Wendy C. USA

Connecting reading, writing, & critical thinking with literature

BINTZ, Bill USA

This symposium explores ways to help students in grades 2-12 and

MOORE, Sara Delano

teachers who will teach reading and writing to read texts more criti-

USA

cally and uncover the craft of professional writers â&#x20AC;&#x201C; something that

WILFONG, Lori

developing writers of all ages can learn from. A variety of classroom

USA

strategies are offered that link reading, writing, and literature. First,

SANDMANN, Alexa

the reading literature and writing connection is explored in picture

USA

books, juvenile fiction; then similar concepts are explored in nonfiction for content area learning; Next is using multi-genre writing with content area learning, and last the ever challenging art of revision.

Using juvenile fiction critically to enhance writing: reading like a writer (MORGAN, Denise& KASTEN, Wendy C.) Most authors describe themselves as voracious readers but they read differently from most people. They pay attention to how something is written. This presentation describes the thinking behind reading like a writer and shares how to read like a writer with picture books and juvenile fiction to develop student writers.

Using award-winning nonfiction critically to support student writing in Mathematics and Science (BINTZ, Bill & MOORE, Sara Delano) Writing informational text in math and science is a distinctive genre of writing and quite different than writing narrative text. This session shares a text cluster of award-winning literature which provide models for writing informational text in mathematics and science.

These models highlight distinctive features and functions of this genre of writing. Strategies for helping students to recognize and develop competency in writing as mathematicians and scientists will be shared.

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Hesitation and celebration: exploring multi-genre writing in a critical context with teachers (WILFONG, Lori) Encouraging teachers to research and write in a multi-genre style, which requires inference, has sparked both group and individual projects that resonate across content areas. This presentation will demonstrate one faculty memberâ&#x20AC;&#x2122;s implementation of multi-genre projects in both undergraduate and graduate courses. Student samples and anecdotes will be shared, along with feedback from educators who have gone on to implement the projects in their own classrooms.

Reading and revising: an action-oriented revision strategy (SANDMANN, Alexa) Revising is the most important of all skills in the craft of writing.

During revision, writers must think critically about their own texts, inferring audience needs, and envisioning their drafts differently.

Using the reading/writing connection as support for writing, the Focused Question Card (FQC) strategy will be described and modeled so that writers of all ages have a practical, writer-centered means of revising their emerging texts.

Questions and answers with the audience

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KENNEDY, Eithne Ireland SHIEL, Gerry

Improving literacy achievement in disadvantaged primary schools through a research-based approach to intervention

Ireland

The session will begin with an overview of the research underpinning the essential features of successful literacy interventions in relation to schools with large numbers of underachieving pupils who are seeking to improve both childrenâ&#x20AC;&#x2122;s achievement and motivation and engagement in literacy. This will be followed by a report on a recent successful intervention carried out over two years with sixty First and Second grade pupils, their teachers and parents in a highly disadvantaged urban setting. A mixed methods design was employed in the study which allowed for the exploration of multiple questions using the following research tools: questionnaires; interviews with teachers, children and their parents; observations of teachers in their classrooms; and a range of formative and summative assessment measures designed to track changes in childrenâ&#x20AC;&#x2122;s literacy achievement. The key findings of the study will be shared along with the conclusions to be drawn from the research. Participants will have the opportunity to examine pre and post baseline data in relation to childrenâ&#x20AC;&#x2122;s achievement and to examine the key features of the intervention that contributed to the large gains observed not only in achievement, but also motivation and engagement. A particular emphasis will be put on helping participants consider how the research may be relevant to their own context.

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16TH EUROPEAN CONFERENCE ON READING

Professionalisierung am Beispiel von Alphabetisierung und Grundbildung in der Bundesrepublik Deutschland The professionalisation of alphabetisation and basic education in the Federal Republic of Germany

KLEY, Susanne Germany

Nach Schätzungen der OECD leben in Deutschland ca. vier Millionen Jugendliche und Erwachsene, die die Mindestanforderungen der Gesellschaft an Schriftsprache nicht erfüllen und deshalb als funktionale Analphabet/innen gelten (IALS 1994; 1996; 1998). Sie haben nach der absolvierten Schulpflicht in Alphabetisierungs- und Grundbildungskursen die Möglichkeit, ihre Kompetenzen v. a. im Lesen und Schreiben zu verbessern. Bisher gibt es allerdings weder definierte Kompetenzen noch eine staatlich anerkannte Ausbildung, die explizit für die Leitung solcher Kurse sowie die Arbeit in Alphabetisierung und Grundbildung qualifiziert.

PROFESS ist ein vom Bundesministerium für Bildung und Forschung (BMBF) gefördertes Verbund-Forschungsprojekt, dessen Ziel es ist, einen berufsbegleitenden Masterstudiengang „Alphabetisierung und Grundbildung“ zu entwickeln und implementieren. Dadurch soll die Professionalisierung von Alphabetisierung und Grundbildung sowie die Definition eines Berufsbildes für Alphabetisierungs - und Grundbildungspädagog/innen angestoßen werden. Die Entwicklung des Studiengangs stützt sich dabei auf eine Delphi-Studie, die an der Pädagogischen Hochschule Weingarten durchgeführt wurde und bei

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der Kompetenzen erhoben wurden, die die befragten Expert/innen aus Alphabetisierung und Grundbildung für die zukünftigen Absolvent/innen des Studiengangs für notwendig erachten.

Im Rahmen des Projektes wird in einem Promotionsvorhaben an der Pädagogischen Hochschule Weingarten der Prozess der Professionalisierung von Alphabetisierung und Grundbildung begleitet sowie kritisch beleuchtet. Dabei wird ausgehend von der Analyse bisheriger Ansätze zur Professionalisierung ermittelt, wie sich die Alphabetisierung und Grundbildung als Profession gestalten muss, um nachhaltig den funktionalen Analphabetismus zu reduzieren und zu vermeiden.

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16TH EUROPEAN CONFERENCE ON READING

According to the International Adult Literacy Survey in Germany about four million adolescent native born citizens are considered as functionally illiterate (OECD 1994; 1996; 1998). After having attended compulsory schooling, they have the possibility to enhance their competences, for example in reading and writing, in courses of alphabetisation and basic education. So far, neither competences have been defined nor does a state-approved training or study programme exist which properly qualifies teachers for the work in

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alphabetisation and basic education.

PROFESS is a joint research and development project funded by the German Federal Ministry of Education and Research. Its aim is to develop an extra-occupational Master’s Programme named “Alphabetisation and Basic Education” (Further Education) so that professionalisation of alphabetisation and basic education as well as the definition of an occupational image can be initiated. The development of the Study Programme relies on a Delphi Survey which was conducted at the University of Education Weingarten (Germany).

Experts of alphabetisation and basic education have been asked to define competences students of the study programme have to fulfil for their work with the target group after having graduated.

The Ph.D. thesis leads up to the sub-project at the University of Education Weingarten by accompanying and critically investigating the process of professionalisation of alphabetisation and basic education. The emphasis on the thesis is an outlook and critical discussion of already existing theories of professionalisation in education to generally define how alphabetisation and basic education as a profession should be organized in Germany in order to reduce and prevent (functional) illiteracy sustainably.

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KLEY, Susanne Germany

Master-Studiengang „Alphabetisierung und Grundbildung“ in der Bundesrepublik Deutschland Master study programme “Alphabetisation and Basic Education” in the Federal Republic of Germany Die OECD schätzt die Zahl der in Deutschland lebenden funktionalen Analphabet/innen mit Deutsch als Muttersprache auf circa vier Millionen Jugendliche und Erwachsene (IALS 1994; 1996; 1998). Diese haben in Alphabetisierungs- und Grundbildungskursen die Möglichkeit, auch nach der absolvierten Schulpflicht ihre Kenntnisse v. a. im Lesen und Schreiben zu verbessern. Derzeit besuchen ca. 20.000 von ihnen derartige Kurse, v. a. an Volkshochschulen.

Seit den Anfängen der Erwachsenenalphabetisierung Ende der 1970er Jahre hat es vereinzelt kurze Fortbildungen gegeben, die v. a. Kursleiter/innen auf ihre Aufgaben vorbereiten sollten. Bisher gibt es jedoch keine staatlich anerkannte Ausbildung, die explizit für die Arbeit in Alphabetisierung und Grundbildung und die damit verbundenen Aufgaben wie Lernberatung, Diagnose, Vermittlung von Schriftsprache oder sozialpädagogischer Begleitung qualifiziert.

Das Bundesministerium für Bildung und Forschung (BMBF) hat 2007 einen Förderschwerpunkt ausgerufen, in dem Forschungs- und Entwicklungsprojekte im Bereich Alphabetisierung und Grundbildung in den nächsten fünf Jahren mit insgesamt 30 Millionen Euro gefördert werden. Im Rahmen dessen wird im Verbund-Forschungsprojekt PROFESS ein berufsbegleitender Masterstudiengang „Alphabetisierung und Grundbildung“ entwickelt, implementiert und evaluiert. Dieser soll v. a. Lehrkräfte für die Aufgabe der Alphabetisierung und Grundbildung von Jugendlichen und Erwachsenen in überwiegend außerschulischen Kontexten (weiter-)qualifizieren. Zudem ist geplant, aus den Inhalten des

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16TH EUROPEAN CONFERENCE ON READING

Studiengangs ein modulares Aus- und Fortbildungskonzept abzuleiten.

In der Posterpr채sentation wird der Weg zu diesem in Deutschland bisher einmaligen Studiengang nachgezeichnet sowie vorgestellt, wie der Studiengang - bei dem sich Pr채senzveranstaltungen, E-LearningEinheiten und Praxisanteile abwechseln - erstmalig im Wintersemester 2009/10 an der P채dagogischen Hochschule Weingarten durchgef체hrt werden soll.

According to the OECD, approximately four million German Nativeborn adolescents and adults are functionally illiterate (IALS 1994; 1996; 1998). They have the opportunity to attend courses of alphabetisation and basic education e.g. to improve their reading and writing competencies. Currently, about 20,000 people are doing so at German adult education centres.

Since the recognition of alphabetisation among adolescents and adults at the end of the 1970s, several training programmes have been carried out to prepare literacy and basic education teachers.

Hitherto, state-approved training or study programmes which properly qualifies for alphabetisation and basic education as well as associated tasks like learning consultation, assessment and diagnosis, mediating literary language or socio-pedagogic guidance does not exist.

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In 2007 the German Federal Ministry of Education and Research proclaimed a funding priority for research and development projects

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in the field of alphabetisation and basic education of adolescents and adults. This project will be funded over the next five years to the amount of 30 Million Euro. In one of the funded joint research and development projects called PROFESS, an extra-occupational Master’s Programme called “Alphabetisation and Basic Education” (Further Education) is being developed and will be implemented and evaluated. It aims to train teachers and counsellors in the field of alphabetisation and basic education in the context(s) of school and beyond. In addition, a modular concept of training and further education with certain contents of the study programme is planned.

This German Master’s programme will be introduced in the poster presentation. It is the first study programme of this kind in Germany and consists of in-class-lectures, lectures of E-Learning and periods of practical experience. The development until the first start in the winter term of 2009/10 will be pointed out.

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16TH EUROPEAN CONFERENCE ON READING

The narrative skills of young readers with normal reading comprehension and with specific comprehension deficits

KLOP, Daleen South Africa

The ultimate goal of reading is comprehension. Readers who are competent at decoding levels of reading but have poor reading comprehension often display general language comprehension deficits rather than comprehension impairments specific to reading.

Readers with specific comprehension deficits (SCD) have particular problems with making inferences at sentence and text levels and fail to develop mental representations of what they read. Narrative skills form the bridge between oral language and literacy by providing exposure to and experience in using the discourse units that children will encounter in written texts.

The study aimed to describe the narrative skills of Grade 3 learners from lower socio-economic backgrounds with and without SCD. The study investigated if certain linguistic aspects in narrative production served as markers for SCD, and if these markers could distinguish between readers with normal reading comprehension skills and SCD. Reading assessments of the 102 Grade 3 children used as participants showed that despite the fact that they all displayed competent reading at word recognition level, 62% failed the reading comprehension tests. Narrative data obtained from participants through a story-retell task were analysed for literate language features, cohesion, coherence and schema organisation and compared with their comprehension performance Results will be discussed in terms of the differences in narrative skills between readers with normal reading comprehension and learners with SCD. Implications for assessment and intervention will be discussed

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KOLMAN FINŽGAR, BoŞena

Books on holidays

Slovenia

Reading outside is pleasure and why not brighten up your summer by reading a book outside: on swimming pool, in camping places, restaurants, hotels .. everywhere ... So we sent books. on holidays on 8 different places ... and succeeded.

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16TH EUROPEAN CONFERENCE ON READING

Migration and the language problem in German secondary schools

KUHLEY, Horst Paul Germany GESSNER, Elisabeth

The presentation will present a new view on different teaching stra-

Germany

tegies for the teaching of multicultural pupils in Germany’s secondary schools. It will show that the label ‘migration background’ is an inappropriate approach to the very different ‘cultural orientations’ of pupils with a family history of migration to Germany. In contrast to the beliefs of many supporters of ‘intercultural education’ it is not enough to support the adherence of young migrants to their ‘home-language’ in order to help them form their identities. Many young migrants want strong support from the school in their struggle for success in the German society. In that struggle the language standards used in all subjects of the secondary schools in Germany present the biggest problem for young migrants. The presentation will show how different groups of migrants have different needs for the training of language skills that will help them to be successful in final exams as well as in vocational training and in their lives.

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KULBRANDSTAD, Lars Anders

School cultures for literacy development

Norway ENGEN, Thor Ola

In 2005 the school authorities in Oslo suspended the special

Norway

curriculum for Norwegian as a second language and chose to give all students, regardless of their linguistic background, instruction according to the curriculum for the mother tongue subject Norwegian.

A group from Hedmark University College was charged to evaluate the change. As part of the evaluation, we studied four schools that achieved better average scores on reading tests than schools with similar student composition.

In this paper, we will present and discuss two of the four schools.

These had quite different models of instruction, one a traditional model with much teacher lead classroom activities, the other a more individualized model with work plans and extensive use of ICT . Beyond the differences, however, the schools shared qualities that can help to explain their relatively good reading results, e.g. self confidence and energy, active and engaged leadership, focus on learning and high ambitions. These findings are in line with what has been found in similar research internationally. At the same time, we observed organizational solutions in both schools that we judged counterproductive to the learning outcome for some groups of students, especially minority students with low proficiency in the language of instruction. One example was mixed grade-level groups where these students were taught together with majority language students with special education needs.

Finally, we will use our research in Oslo as a point of departure for a discussion of some general challenges to literacy education in culturally and linguistically diverse societies.

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16TH EUROPEAN CONFERENCE ON READING

Creating multilingual awareness and curiosity as a bridge to literacy

KULBRANDSTAD, Lise Iversen Norway DANBOLT, Anne Marit Vesteraas

Children entering schools in Norway today represent diverse linguis-

Norway

tic backgrounds. Classrooms therefore have to be seen as language and literacy learning environments for both first and second language speakers of Norwegian. In several schools the teachers do not have special qualifications for handling this situation. At the same time it is well documented that high risk of future reading problems is associated with lack of proficiency in the language of instruction (e.g. Snow et.al. 1998).

In this paper, we will discuss results from two action research projects where we have been working together with teachers, carrying out innovations which aim at developing new practices in promoting multilingual awareness and curiosity as a bridge to literacy for school beginners. One project (Danbolt & Kulbrandstad 2008) shows how creating a common play language, the language of polar bears, was used not only to focus on the difference between form and meaning, as in traditional language awareness programs, but also to give impulses to reflections on how languages differ â&#x20AC;&#x201C; discussions where all the children got the opportunity to use their own multilingual experiences. As a group the minority speaking children however, were not as active as they could have been. Together with the teachers we discussed several reasons for this. The ongoing project builds on these experiences, but at the same time the scope is broadened.

More focus is put on parental involvement and multilingual literacy practices. In this way the teachers work with strengthening the connection between home and school literacy practices.

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KULJU, Pirjo Finland

Relations between early language development and genetic dyslexia

NIEMINEN, Lea Finland

Since dyslexia is usually diagnosed only after a child has already experienced a failure in reading and writing at school, researchers have concerned themselves with possible early precursors of dyslexia.

For several decades, developmental dyslexia has been identified as a problem in linguistic abilities which surfaces as a reading disability.

Therefore, studying the early precursors of dyslexia focuses on the early language development.

The most popular explanation for reading difficulties has been poor phonological processing but morpho-syntactic problems have become evident as well. In our presentation we will combine these two views and discuss the early phonological and morpho-syntactic development of ten Finnish children at the age of 30 months. Five of them were later diagnosed as dyslexics. This presentation is a part of ”Jyväskylä Longitudinal Study of Dyslexia” –project in which the development of 200 has been followed from birth until 10 years of age. Half of the children have a familial risk for dyslexia.

The study on early phonological development of the children focused on production of word structures. Children’s word production was analyzed from a constraint based account concentrating on a hierarchical and autosegmental structure of a word.

The morpho-syntactic development of the children was assessed in terms of structural complexity. The purpose was to reveal the actual, multidimensional morpho-syntactic complexity and find the structural differences between the children’s utterances.

In our presentation the developmental paths of the ten children will be discussed with special reference to possible phonological and morpho-syntactic precursors of dyslexia.

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16TH EUROPEAN CONFERENCE ON READING

Addressing gender stereotypes through children’s literature in the EFL classroom

KUO, Jun-min Taiwan

The study investigates how 27 Taiwanese non-English-major freshmen responded to an English learning activity that used children’s literature to help students address gender stereotypes. Implemented during the 2007 fall semester, this activity employed different versions of the Cinderella tale (the traditional version, Babette Cole’s picture book Prince Cinders, and a Popeye-Cinderella cartoon version) to engage students in discussing gender roles in the stories and in students’ lives and in writing students’ own version of Cinderella.

In order to examine how students reacted to this topic, two research questions were formulated: (1) how did the students respond to this theme-based activity from multiple perspectives? and (2) how did the students change their perceptions of language learning and teaching? Data included (1) students’ artifacts, reflection papers, and classroom discussions, and (2) the instructor’s journal entries and interviews with 9 students.

This study shows that through the activity students were able not only to learn the four basic skills of language, but also to recognize issues related to gender stereotypes. In addition, it suggests that students changed their notion of learning from a linguistic to a functional viewpoint, i.e. seeing learning as a social act. Finally, the study indicates that non-traditional fairy tales can be used to promote gender awareness in students, constructing alternative realities that stimulate students to critically respond to different texts.

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LAAMANN, Anneli Estonia VESIKO-LIINEV, Maili

Reading Nest (International Reading Association Award for Innovative Reading Promotion in Europe, 2009)

Estonia

The Reading Nest project, recognized with the International Reading Association Award for Innovative Reading Promotion in Europe in 2009, was started in 2004 by the Estonian Reading Association and will continue.

Reading Nest is a project for creating a motivating reading environment in nursery schools and schools. Its objective is to design an environment in schools where children can read in an enjoyable and safe atmosphere and engage in activities, promote creativity of both children and teachers, and foster collaboration between home and community.

Within the project, about 100 Reading Nest mentors and about 1500 teachers have got quality trainings for free of charge, and created Reading Nests.

The project employs an efficient system where trained mentors instruct teachers who then establish reading nests in their schools or nursery schools. It attracts children to read books through offering them the opportunity for â&#x20AC;&#x153;taking time outâ&#x20AC;? and leafing through books in their own classroom.

When setting up such reading nests teachers always create and support activities that can be done in the nest. In some schools the nest is very small and only includes a bean bag chair, a carpet and books, however, the range of activities, games, plays, self-made dolls, books and so on which is made available is amazing.

In the workshop we introduce the project and methods what are successfully used in the Reading Nests.

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16TH EUROPEAN CONFERENCE ON READING

L’enseignement et l’apprentissage de la graphomotricité au début du primaire Teaching handwriting to beginning writers

LABRECQUE, Anne-Marie Canada MORIN, Marie-France Canada

La production de texte nécessite la mobilisation de nombreuses

MONTESINOS-GELET, Isabelle

habiletés chez le jeune scripteur, notamment les habiletés de trans-

Canada

cription qui permettent à l’élève de former adéquatement des lettres

LAVOIE, Natalie

(calligraphie). Cette habileté de bas niveau, qui mobilise beaucoup

Canada

de ressources attentionnelles chez le jeune scripteur, doit être automatisée le plus rapidement possible pour permettre à l’enfant de se centrer sur les tâches plus complexes de production telles que la planification ou la révision (Lurçat, 2004). Malgré tout, en Amérique du nord –en particulier au Québec-, l’apprentissage de la calligraphie suscite moins d’exercices systématiques qu’autrefois (Rigal, 2003).

Des chercheurs (Paoletti, 1999; Rigal, 2003), insistent pourtant pour qu’un enseignement systématique et organisé de la calligraphie soit fait en classe par les enseignantes et enseignants. Rigal (2003) soulève tout particulièrement quatre éléments déterminants pour assurer la maîtrise et la qualité de la calligraphie, éléments qu’il dit “à surveiller” soit la posture, le support, l’outil et les mouvements.

L’objectif de cette communication est, d’une part, de faire état des connaissances des enseignants du 1er cycle du primaire par rapport à la graphomotricité et son rôle dans l’apprentissage de la langue écrite, d’autre part, décrire les pratiques des enseignants du 1er cycle du primaire par rapport aux modalités d’enseignement de la calligraphie en contexte de classe.

Les données ont été recueillies au Québec (Canada), à l’aide de questionnaires distribués aux enseignantes et enseignants intervenant lors des deux premières années de l’école primaire (N=182). À la suite de la compilation des résultats, une analyse descriptive des données a été faite afin de répondre aux objectifs de recherche. La présentation PowerPoint sera en français et en anglais.

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To write a text, the beginning writer must be able to mobilize many skills, such as transcriptions skills, which allows the apprentice to create adequate letters (handwriting skills). The development of this low-level skill demands a great deal of concentration from the young writer. Handwriting must be automatic as soon as possible so that the child is able to focus on more complex production tasks such as planning or revision. (Lurçat, 2004). Despite this observation, in North America and especially in Quebec, handwriting instruction employs less systematic exercises than before (Rigal, 2003).

Researchers (Paoletti, 1999, Rigal, 2003) insist that systematic and organized handwriting exercises have to be practiced in the classroom and supervised by teachers. Rigal (2003) raises four â&#x20AC;&#x153;crucial factorsâ&#x20AC;? to ensure the control and the quality of handwriting. He says that the factors to observe are posture, support, instruments and movements.

The objective of this communication is, on the one hand, to present the knowledge of teachers at the beginning of elementary school compared to handwriting and its role in the learning of written language. On the other hand, to describe the practices of the teachers at the beginning of elementary school compared to handwriting instruction in a classroom context.

The data was collected in Quebec (Canada), using questionnaires distributed to teachers working in the first or second year of elementary school (N=182). After summarizing the results, a descriptive analysis of the data was carried out in line with the objectives of the research.

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16TH EUROPEAN CONFERENCE ON READING

Pratiques et outils pédagogiques en littératie en contexte d’inclusion au Canada francophone: vers la réussite pour tous Teaching practices and tools for literacy in a context of inclusion in French-speaking Canada: towards success for all

LAFONTAINE, Lizanne Canada MOREAU, André C. Canada LECLERC, Martine Canada PHARAND, Joanne Canada DUMAIS, Christian Canada

Le contexte d’inclusion scolaire retient l’attention de diverses

ROBERGE, Julie

instances, tant politique, administrative que pédagogique (Buissière,

Canada

Carlwright et Knighton, 2004). L’éducation inclusive vise la scolarisa-

CARIGNAN, Isabelle

tion de tous les élèves ayant des besoins particuliers dans les écoles

Canada STANKE, Brigitte

ordinaires (Thomzet, 2008). Elle cherche à fournir des réponses posi-

Canada

tives à la diversité et à éliminer ce qui peut contribuer à marginaliser

BOUTIN, Jean-François Canada

certains élèves en raison de leur race, de leur genre, de leur âge, de

MARTEL, Virginie

leurs conditions socio-économiques ou d’un handicap. Or, il est ac-

Canada

tuellement reconnu que le niveau de compétence en littératie figure

BLAIN, Sylvie

parmi les principaux facteurs pouvant expliquer la réussite scolaire

Canada LÉPINE, Martin

des élèves tout comme la qualité de vie des adultes. Il s’agit ainsi

Canada

d’une compétence générale permettant à toute personne d’avoir

LEBRUN, Monique

accès au monde extérieur, d’interagir, d’apprendre et de socialiser.

Canada LACELLE, Nathalie

Le double défi que représentent l’inclusion et l’amélioration des pro-

Canada

grammes de littératie ébranle grandement le rôle de l’enseignant et

KAZADI, Corneille

des gestionnaires d’établissement qui doivent, plus que jamais, être

Canada

soutenus sur un plan pédagogique et organisationnel. Le concept de

DELSEMME, Martine Canada

littératie souligne aussi l’importance de considérer les réalités par-

PRUD’HOMME, Roger

fois dissonantes entre le milieu familial et le milieu scolaire, milieux

Canada RUEL, Julie

dans lesquels le langage et les contextes d’apprentissage diffèrent

Canada

largement, ce qui peut placer l’élève en situation d’exclusion sociale (Maltais, 2006). Notre symposium propose donc d’approfondir les pratiques de classe et de gestion scolaire en littératie et inclusion. Il

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se divise en quatre blocs de 90 minutes chacun: pratiques pĂŠdagogiques au primaire, au secondaire, au postsecondaire et pratiques pĂŠdagogiques en gestion scolaire.

Inclusive education is catching the attention of many governing bodies, whether political, administrative or educational (Buissière, Carlwright and Knighton, 2004). An inclusive school or inclusive education aims for the schooling of every pupil who has particular needs in ordinary schools (Thomzet, 2008). It seeks to supply positive answers to the issue of diversity and to eliminate that which may contribute to marginalising certain pupils because of their race, gender, age, socio-economic conditions or handicap. This said, the level of competence in literacy is also currently identified as one of the principal factors that explain academic success among pupils as well as the quality of life among adults. It is thus a general competence that allows people to access the outside world, to interact, and to socialise. The double challenge presented by inclusion and by the need to improve literacy programs is upsetting the role of teachers and institutional administrators, who must now more than ever be supported on a pedagogical and organisational level. The concept of literacy also underlines the importance of considering sometimes discordant realities between the family environment and the school environment, settings where language and learning contexts greatly differ, which can place the pupil in a situation of social exclusion (Maltais, 2006). This symposium will explore in depth classroom and school governance practices regarding literacy and inclusion.

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16TH EUROPEAN CONFERENCE ON READING

Entrer dans la culture par la lecture autonome-guidée Enter in the culture by the guided autonomous reading

LAROUI, R’kia Canada

Une pédagogie de la découverte en enseignement de la lecture repose sur des stratégies de résolution de problèmes. Elle exige de l’élève qu’il puisse avoir recours à ses connaissances antérieures tout en l’invitant à prendre des initiatives d’apprentissage autonome.

Dans les nouvelles stratégies d’enseignement – apprentissage de la lecture et de l’écriture, l’enseignant aide ses élèves à structurer leurs connaissances antérieures ainsi que les nouvelles, de façon cohérente, dans le but de construire leurs propres repères culturels, à travers des stratégies variées de lecture et d’écriture. C’est dans cette option d’apprentissage autonome et guidé que nous avons mené une recherche avec l’aide de deux enseignantes auprès d’élèves du secondaire. L’utilisation de projets d’apprentissage culturel par la lecture fut privilégiée. L’intervention structurée des enseignantes visait à soutenir le processus d’autorégulation des apprentissages ainsi que les rétroactions des élèves. Le choix des textes de littérature de jeunesse a particulièrement favorisé la motivation des élèves dans la construction du sens en lecture. En tant que véhicule d’accès à la culture, la lecture autonome-guidée peut favoriser chez l’élève la re-connaissance de son propre bagage culturel ainsi que l’accès aux repères culturels des autres.

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A pedagogy of the discovery in education of the reading is based on strategies of resolution of problems. It requires from the pupil that he can have appeal to his previous knowledge while inviting him to take initiatives of autonomous learning.

In the new strategies of education - learning of the reading and the writing, the teacher helps his pupils to structure their previous knowledge as well as the new ones in a coherent way, with the aim of building their own cultural marks through varied strategies of reading and writing. It is in this option of autonomous and guided learning that we led a research by means of two teachers with pupils in the secondary level. The use of such projects was privileged. The intervention structured by the teachers aimed at supporting the process of auto regulation of the learnings as well as the feedback of the pupils. The choice of the texts of youth literature facilitated the motivation of the pupils in the construction of the sense in reading.

As vehicle of access to the culture, the guided autonomous reading can facilitate at the pupilâ&#x20AC;&#x2122;s the recognition of its own cultural knowledge as well as the access to the cultural marks of the others.

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16TH EUROPEAN CONFERENCE ON READING

A simple vocabulary program to help adolescent readers acquire new words

LAURIE, June Australia

The activities contained within this presentation were born from one school in Australia, (EKC) adopting a “Whole School Literacy Program”(for students 12-14 years old), in which time was devoted, three times a week, to explicitly teach reading skills and behaviours.

This presentation aims to give language and literacy teachers a systematic way of delivering vocabulary teaching, based around student texts. It also provides a simple framework for these teachers to offer colleagues in other faculties, the tools to “teach” and reinforce the necessary vocabulary within their subject areas.

The important literacy activity of “Reciprocal Teaching” is used as a starting point in developing the program. Such a beginning prevents teachers from making assumptions about the words that students know and helps students understand that unknown words can inhibit comprehension of text.

Students discover words in context, then, using a range of vocabulary activities, truly “learn” the meanings of these newly acquired words. The presentation aims to create an ordered approach to the myriad of available vocabulary exercises. There is emphasis on explicit teaching and student repetition of proven learning techniques in relation to vocabulary. A competitive aspect further helps to motivate students in being proud of their achievements.

The style of this workshop will be practical and participants will have the opportunity to experience some of the student activities show-cased.

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LAVOIE, Natalie Canada MONTÉSINOS-GELET, Isabelle Canada MORIN, Marie-France Canada

Enseigner le script et la cursive: quelles sont les répercussions sur les habiletés en écriture de garçons et de filles de deuxième année du primaire?

Teaching print and cursive: what are the repercussions on the writing skills of elementary grade 2 boys and girls?

L’apprentissage de l’écriture s’avère fort important. Or, on observe déjà, à la fin de la première année, une différence entre les garçons et les filles. Lors de cet apprentissage, la production d’un texte s’avère une tâche complexe et on pourrait penser que les habiletés graphomotrices y sont relativement peu importantes. Néanmoins, plusieurs chercheurs indiquent que cet aspect de bas niveau est plus important qu’il n’y paraît (Graham, Harris, & Fink, 2000). L’activité motrice amène aussi à considérer le style d’écriture . Au Québec, l’enseignement du script puis de la cursive semble prévaloir. Toutefois, on peut se questionner sur la pertinence de ce double apprentissage et sur ses répercussions, particulièrement chez les garçons.

L’objectif de cette communication est de présenter l’impact du double enseignement des styles d’écriture sur les habiletés graphomotrices, la maîtrise orthographique et la production de texte en fonction du sexe des élèves.

L’expérimentation s’est déroulée au Québec. L’échantillon (N=720) est constitué d’élèves de 2e année du primaire provenant de douze classes où ils ont fait un double apprentissage et de six où ils ont fait un apprentissage unique (la moitié en script, l’autre en cursive). Trois tâches collectives ont été proposées aux élèves à trois moments de l’année. La première consistait à écrire le plus de lettres

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16TH EUROPEAN CONFERENCE ON READING

de l’alphabet en une minute. La seconde à écrire 20 mots en trois minutes et la troisième à produire un résumé d’un texte en 10 minutes. Des analyses statistiques ont été réalisées pour éclairer notre objectif (corrélations, comparaison de moyennes et ANOVA).

The learning of writing turns out to be very important. We already perceive at the end of the first year, a difference between boys and girls. During this learning process, the production of a text proves to be an intricate task and one could think that the graphomotor skills relatively have little importance. Nevertheless, several investigators point out that this lesser important aspect is more significant than it seems (Graham, Harris & Fink 2000). The motor activity also leads to considering the writing style. In Quebec, the teaching of print and then of cursive seems to prevail. However, one can question the pertinence of this double learning and its repercussions, particularly among boys.

The purpose of this communication is to present the impact of this double teaching of writing styles on graphomotor skills, proficiency in spelling and text production in accordance with pupils’ gender.

The experiment was conducted in Quebec. The sample (N=720) is formed by pupils from 12 classes from 2nd grade of elementary school where they had a double learning and from 6 others where they had a unique learning (one half in print, the other in cursive) Three collective tasks were proposed to pupils on three occasions during the year. The first one consisted in writing the greatest number of letters from the alphabet in one minute; the second one in writing 20 words in three minutes; the third one in producing a

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summary of a text in 10 minutes. Statistic analysis were conducted to explain our purpose (correlation, average comparison and ANOVA).

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LE BOURGEOIS, Roselyne France REBIFFE, Catherine France

Faire écrire de jeunes élèves (8-11 ans) en classe d’histoire à l’école élémentaire : quelles consignes pour quelles compétences ?

How to lead young pupils (from 8 to 11 year old) to write in history class at elementary school: which instructions for which skills?

On sait que « la culture écrite » transforme la manière d’être au monde et plus spécialement la manière d’apprendre (Olson); mais écrire , même au « brouillon », est souvent difficile pour les jeunes élèves. Par ailleurs, l’histoire est particulièrement liée à l’écrit (sources écrites, récits historiques) et souvent, c’est davantage la lecture que l’écriture que l’on sollicite chez les élèves. Cependant, ce déficit d’écriture se fait lourdement sentir au collège (Garcia Debanc). Pour réduire ce manque, nous nous intéressons au rôle que peuvent jouer des écrits modestes et individuels et que l’on peut qualifier « d’écrits intermédiaires. » Ainsi, nous cherchons à mieux connaître la fonction cognitive de l’écriture et son rôle dans la construction des savoirs en histoire.

Nous explorons les différentes formes d’écrits ( brèves descriptions, interprétations-reformulations de courts textes historiques, formulations d’hypothèses à partir de documents, re-créations subjectives à partir d’iconographie d’époque…) que l’on peut proposer à des élèves de cycle 3 de l’école primaire (de 8 à 11 ans) . Nous observons ce que les activités d’écriture permettent de construire comme connaissances et compétences méthodologiques en histoire et en maîtrise de la langue, comment le travail de relecture ou de révision transforme leur représentation des savoirs et les amène à adopter une attitude métadiscursive.

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Nous tentons de discerner comment les écrits interagissent avec les échanges oraux, comment certains écrits aident, mieux que d’autres, à mettre en question les connaissances historiques et favorisent l’argumentation. Nous donnons une place importante à l’interprétation d’images pour susciter l’écriture ou à la réalisation de schémas pour traduire la compréhension d’un texte.

It is known that “the writing culture” tranforms the way we are to the world and especially the way we learn (Olson); but writing, even to draft, is often difficult for young pupils. Also, history is particularly linked to writing (written records, historical accounts) and pupils are more often asked to read than to write. However, this lack of writing is heavily felt in high-school (Garcia Debanc). In order to lessen this shortcoming, we are interested in the role that can be played by simple individual writings, which may be called “intermediate writings”.

We therefore try to better understand the cognitive function of writing and its role in the building of knowledge in history. We explore the various forms of writings (short descriptions, interpretations-reformulations of short historical texts, hypothesizing from documents, subjective re-creations from iconography…) that may be asked from pupils at primary school (from 8 to 11 years). We observe what knowledge and methodological skills these writing activities make them able to build in history and language, how proof-reading transforms their representation of knowledge and lead them to a metadiscursive attitude.

We try to assess how writings interact with oral speech, how some kinds of writings are more helpful than others to question historical knowledge and to develop argumentation. We particularly favor

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picture interpretation to arouse writing and scheme drawing to express the understanding of a text.

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LEBRUN, Marlene France

Rapport à la lecture de textes littéraires, pensée critique et engagement Relationship with the reading of literary texts, critical thinking and commitment A partir de l’analyse de textes critiques écrits par des élèves de 15 ans sur des œuvres littéraires qu’ils ont initialement choisies, je mettrai en évidence trois postures de lecture/écriture, à savoir la résistance, l’implication et l’engagement. Je tirerai des perspectives didactiques de cette tripartition du rapport à la littérature comme corpus et objet d’enseignement/apprentissage. Notamment, j’insisterai sur l’importance de la mobilité du rapport à la littérature qui permet de favoriser la pensée critique et d’assumer une position de lecteur et d’auteur engagé en littérature.

Starting from the analysis of critical texts written by 15-year-old students on literary works they initially chose to read, I will show three different positions regarding reading/writing, namely resistance, involvement and commitment. I will derive teaching prospects from this literature relationship tripartition both as corpus and subject for teaching/learning. In particular, I will emphasize the importance of the mobility of this relationship with literary texts which helps to develop critical thinking and to assume a position as a reader and as an author committed to literature.

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16TH EUROPEAN CONFERENCE ON READING

Phoneme awareness development is not restricted to the acquisition of letterphoneme links

LEITE, Isabel Mª Portugal VENTURA, Paulo Portugal

Castles and Coltheart (2004) argued that the causal link between children’s underlying phonological awareness and success in learning

MORAIS, José Belgium

to read remains unproven. They proposed an alternative account, “the association between the two arises because both are (…) indices of orthographic skill”, and accordingly predicted item-based effects in phoneme awareness (PA) tasks. This contrasts with what most believe: once children start to learn to read they develop PA, which in turn assists literacy acquisition. The data from Hulme, Caravolas, Málková and Brigstocke (2005) apparently refutes the idea that phoneme isolation ability is only possible in presence of letterphoneme links. Following this line of research, we investigated the effects of two interventions. Seventy two preliterate children were divided into three matched groups and assigned to one of two experimental conditions, PA Training and PA and Letter Sound Training, or to a control condition. Both programs increased PA, but there were differences between their impacts. The PA training group showed the greatest increment in the ability to manipulate phonemes without knowing the corresponding letters, which again refutes the idea that this competence can only develop as a consequence of orthographic knowledge. Given that this children did not progress in reading it appears that PA per se is not sufficient to master the alphabetic principle. Whereas at T1 children couldn’t often manipulate the phonemes for which they knew the letters, at post-test this was no longer the case, showing that: letter knowledge doesn’t guarantee the ability to analyze speech into segments and the development of a certain amount of PA might be necessary to take advantage of print exposure.

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LETOUZÉ, Nathalie Brasil BARBATO, Silviane Brasil

Letramento crítico e o ensino de leitura em salas do Ensino Médio no Distrito Federal Critical literacy and the process of reading in High School in Distrito Federal, Brazil Nesta sessão, vamos discutir os conceitos de letramento crítico e de agencialidade a fim de contribuir teórica e metodologicamente para o estudo dos processos de ensino-aprendizado da leitura de adolescentes no Ensino Médio. Para tanto, no fumdantamos numa perspectiva dialógica e sociocultural e num estudo que teve por objetivo analisar os processos de construção de conhecimento durante o ensino – aprendizado da leitura em interações em aulas de leitura no Ensino Médio. A coleta ocorreu em duas salas de aula do Distrito Federal, totalizando 10 sessões, aproximadamente 13 horas de gravação, as aulas foram registradas em áudio, transcritas integralmente e submetidas à análise das interações e à análise da conversação aplicada à psicologia. As estratégias de leitura utilizadas foram identificadas e categorizadas. Os resultados indicaram sobretudo práticas de leitura objetiva e ocorrências de leitura inferencial. Não foram observadas práticas de leitura avaliativa nem de letramento crítico.

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In this session, we are going to discuss the concepts of critical reading and sense of agency in order to contribute both theoretically and methodologically for the study of the teaching-learning processes of reading. The discussion is based on a dialogical and sociocultural perspective and on a study that aimed at analyzing knowledge construction occurring in teaching -learning of reading in High School interaction practices. Data collection occurred in two classrooms, situated in Distrito Federal, Brazil, totalizing 10 sessions and 13 hours of recording. Data were transcribed and submitted to an interactional analyzes and a conversational analyzes adapted to Psychology. Reading strategies applied in classes were identified and categorized. Results indicated the teachers used objective reading and inferential reading. It was not observed the use of valuation

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reading neither of critical reading.

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LEVESQUE, Jean-Yves Canada LAVOIE, Natalie Canada

Étayage d’enseigants et écriture en dyades chez de jeunes scripteurs Teachers’ scaffolding and writing in dyads among young writers

MARIN, Jessy Canada

Afin de favoriser la réussite du plus grand nombre d’élèves, la réforme québécoise des années 2000 reconnaît l’importance des interactions sociales entre élèves dans l’apprentissage. Par ailleurs, au cours des dernières années, des recherches ont mis en évidence que l’étayage semble une stratégie d’enseignement-apprentissage efficace. Toutefois, peu de recherches se sont préoccupées de l’effet d’un étayage auprès des élèves sur la qualité des interactions qui sont produites et la recension des écrits permet de constater que cet objet n’a pas été étudié dans des situations d’écriture avec des jeunes scripteurs. Les objectifs de la recherche sont de mesurer l’effet de l’étayage sur le niveau d’élaboration des interactions entre élèves du premier cycle du primaire dans des tâches d’écriture et de mesurer l’effet du niveau d’élaboration de ces interactions sur les productions écrites. L’échantillon est constitué de 8 classes (4 classes expérimentales et 4 classes témoins) de première année du primaire et 8 classes (4 classes expérimentales et 4 classes témoins) de deuxième année. Le niveau d’élaboration des interactions de même que la qualité des productions écrites sont mesurés avant et après l’expérimentation.

Les enseignants des groupes expérimentaux sont entraînés à étayer les interactions des élèves. Pendant l’expérimentation ils font réaliser hebdomadairement une tâche d’écriture aux élèves regroupés en dyades et procèdent à l’étayage des interactions.

Une brève synthèse du contexte problématique et du cadre théorique de la recherche sera exposée. Ensuite, les outils méthodologiques seront présentés ainsi que les résultats. Certaines propositions pédagogiques clôtureront la présentation.

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16TH EUROPEAN CONFERENCE ON READING

In order to encourage success among the greatest number of students, the 2000 Quebec Education Reform recognizes the importance of social interactions among students in their learning.

Moreover, during the last years, investigations have shown that scaffolding seems to be an efficient teaching-learning strategy.

However, few investigations have demonstrated concern for the scaffolding effect on students regarding the quality of the produced interactions and the analysis of literature on the subject indicates that this aspect has not been studied in writing situations with young writers. The objectives of the research are to measure the scaffolding effect on the elaboration level of interactions among elementary first cycle students in writing tasks and to measure the effect of the elaboration level of these interactions on written productions. The sample is made of 8 classes (4 experimental and 4 control classes) from elementary grade 1 and 8 classes (4 experimental and 4 control classes) from grade 2. The level of elaborations of interactions and the quality of written productions are measured before and after the experiment. The teachers of the experimental groups are trained to scaffold the studentsâ&#x20AC;&#x2122; interactions. During the experiment they weekly have dyads of students perform a writing task and then they scaffold the interactions.

A brief synthesis of research problem context and theoretical framework will be exposed. Thereafter, methodological tools will be presented as well as the results. Some teaching suggestions will

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close the presentation.

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LEVESQUE, Jean-Yves Canada LAVOIE, Natalie Canada

Vers plus de persévérance chez les adultes en alphabétisation Towards a greater perseverance among adults in literacy L’étude présentée consiste en une recherche de développement dont la problématique concerne le faible taux de rétention des adultes qui ont effectué un retour aux études afin d’augmenter leurs compétences en alphabétisation. La recherche a permis de développer en premier lieu un modèle théorique original qui rassemble des composantes essentielles inhérentes à la persévérance pour cette clientèle. Ce modèle s’appuie sur une recension d’écrits sur la persévérance des adultes en formation et tient compte des résultats de recherches les plus actuelles qui s’orientent vers des concepts et des approches centrés davantage sur la pratique et qui misent sur la mobilisation des ressources des adultes. Il comprend trois composantes interreliées. La première composante, soit le projet de formation, réfère à la fois aux finalités et aux moyens succeptibles d’être porteurs de persévérance. La deuxième composante, c’est-à-dire l’engagement, mise à la fois sur le rôle de l’adulte et sur celui du personnel enseignant et des pairs dans la poursuite des études. Enfin, la troisième composante, celle de l’immédiateté, suppose la réponse la plus immédiate aux besoins des adultes par l’ensemble des membres du personnel du centre de formation. En second lieu, sur la base du modèle théorique développée, la recherche a permis d’élaborer un manuel pédagogique constitué d’activités pratiques pour soutenir les adultes dans la continuation de leur formation. Ce manuel est destiné aux intervenants des milieux de pratique qui œuvrent en alphabétisation. La fonctionnalité de cet objet pédagogique a été évaluée auprès d’enseignants et de conseillers en formation.

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The presented study consists in a developing investigation and its research problem concerns the weak retention rate of adults who have returned to school in order to increase their skills in literacy.

Firstly, the investigation permitted to develop an original theoretical model gathering essential components inherent to perseverance for this clientele. This model bases itself on the analysis of literature about educating adults’ perseverance and takes into account the latest investigation results which are orientated towards concepts and approaches more focused on practice and aiming at mobilising adults’ resources. It includes three interrelated components. The first one, the training project, refers both to purposes and means bound to be linked to perseverance. The second one, the commitment, aims to the adult’s role and that of the teaching staff and peers in pursuing studies. Finally, the third one, the immediateness, implies the most immediate response to the adults’ needs from the staff members of the training centre. Secondly, on the basis of the developed theoretical model, the investigation permitted to elaborate a teaching manual made of practicing activities to support adults in pursuing their education. This manual is addressed to the stakeholders from the practice milieus, who work in literacy. The functionality of this teaching object was evaluated with teachers and education counsellors.

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LOBIANCO, Terezinha Benevides Brasil

The interaction of language and paralanguage unveiling new meanings for new readers This research explores the new meanings that readers are faced with nowadays when dealing with an extremely diversified written page. It investigates the effect of the interplay of paralanguage and language on the accessibility of written texts. It examines textual factors that may hinder the readerâ&#x20AC;&#x2122;s understanding of the message.

Although studies of reading comprehension have traditionally concentrated on the language of texts, many written texts also rely on paralinguistic features to convey their messages, and to complement, illustrate, clarify and organise their content.

Hence, it is paramount that a study investigating obstacles for reading comprehension be able to account for the complex web of paralinguistic devices, not only present in every language classroom but also essential for communication in the world today.

A corpus of 126 written texts was composed for the purpose of the study. These texts were analysed and several combinations of linguistic and paralinguistic features were examined. Verbal protocols and interviews were used to gain access to readers´ interpretative processes when dealing with texts from the corpus. They aimed to evince accessibility problems. The application of this procedure both verified the hypotheses and revealed new facts, thus increasing understanding of the factors which contribute to the accessibility of written texts.

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16TH EUROPEAN CONFERENCE ON READING

Living books -library and computer in cooperation

LOHEMAN, Susanne Sweden HOLMGREN, Agneta

We work at a school in Uppsala, Sweden where the students have

Sweden

severe language problems.

The profile of the school is language. Language in every aspect; spoken, listened to, read, written and acted!

All teachers are always aware of in what way the work, whatever it is, can develop language skills. I think this is a main goal for every teacher in the world. One difference might be that we “loose” our students if we use language in a too complicated or a too uninteresting manner. We also try to use alternative ways of communication.

Sign language and the signed alphabet and of course the computer with sound, picture and video and all nice possibilities you have.

These last years we have developed a project where we make “Living books” on the computer with the students.

The book is made on the computer in Power Point. We have a template so that the technical part of the job is ready-made. But when the student starts to fill in the template the personal book becomes different. Each student tries to express his or her own style.

In this example you will see a boy, 10 years old and his digital book made by himself. He is very proud of it and he will bring it to his teacher in his new school, so she will understand more about her new student.

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LUKANENOK, Kadi Estonia

Theacher`s Self-Assessment on Their Proffesional Skills to Consider the Needs of Student`s With Reading Difficulties/ Dyslexia (Rd) In the context of inclusive education the number of students with special educational needs (SEN), among them students with RD is increasing steadily. Therefore theacher`s readiness to meet and treat students with SEN is crucial. Teacher`s self-assessment on their proffesional skills is chance to investigate the subject.

The aim of the reasearch was to investigate teachers self-assessment on their proffesional skills and readiness via fenomenological-etnographical essays. The data was gathered upon the heels of the special course during inservice training programm for remedial teachers.

Details of teachers evaluations and expectations will be discussed in the presentation.

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Reading in the content area

LYSSAND, Eldbjørg T. Norway

The PISA and PIRLS results have left Norwegian teachers, school administrators and politicians at loss. Several national, regional and local projects focusing on improving cross curriculum reading competence have been initiated.

This paper will describe a project where primary school teachers have worked to enhance their awareness of the teaching of reading.

The project is now at the end of its second year.

Two counsellors from the Norwegian Support System for Special Education will follow several primary schools for two consecutive years, partly lecturing for all the teachers in the school, partly working directly with the teachers in different grades.

One aim for the project is to implement the use of learning strategies in all content areas.

Different learning strategies have been introduced, and both students and teachers have reported on their use of such strategies before and after the introduction.

The paper will highlight some effects of the work so far, and outline plans for further work to implement the findings in the schools regular work.

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MADUREIRA, Cristina Mª Portugal FERREIRA, Mª Manuela Portugal

A de janela! Práticas sociais das crianças no uso do livro de alfabeto em contexto de jardim de infância A is for window! Children’s social practices in the use of an alphabet book in the context of kindergarden O livro de alfabeto foi, muito provavelmente, a primeira forma de livro ilustrado que os adultos conceberam especificamente para as crianças, nos séculos XVI e XVII. Em pleno século XIX, o alfabeto continua a ser motivo de inúmeras edições para a infância e os exemplos multiplicam-se nas mais diversas línguas e estilos.

Com o olhar escorado na Sociologia da Infância, esta comunicação pretende dar conta de como um grupo de crianças de 5 anos, em contexto de jardim de infância, lê um livro de alfabeto em grupo de pares e como essa leitura denuncia os pressupostos implícitos na sua elaboração.

Tomando as crianças como actores sociais competentes, questionase o livro de alfabeto como produto cultural simbólico que os adultos produzem para as crianças. Esta abordagem permite olhar para o livro de alfabeto de um outro ponto de vista – o das crianças – e reflectir sobre o papel dos estudos sociais da infância e da etnografia com crianças na produção de conhecimento sobre o livro ilustrado para crianças.

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Probably the first picture book conceived especially for children in the 16th-17th centuries, the alphabet book is still edited today in multiple languages and styles.

Using the theoretical frame of the Sociology of Childhood, this paper is about a group of five year-olds reading of an alphabet book with peers, in a pre-school. The childrenâ&#x20AC;&#x2122;s own readings make evidence of some adult assumptions about children and reading implicit in the conception of the alphabet book.

Taking children as competent social actors, we shall discuss the alphabet book as a cultural symbolic artefact adults produce for children. This approach reveals the other side of the alphabet book: the childrenâ&#x20AC;&#x2122;s side. We shall then consider the role of children social studies and of ethnography in the production of knowledge about children picture books.

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MAGNO, Isabel Portugal

Reading and spelling precursors: a study with just-entered school children

PORTELA, Goreti Portugal

During the preschool years, children develop cognitive and emo-

GOMES, InĂŞs

tional skills that are prerequisite to their later schooling success.

Portugal

Due to a strong Socio-Economic and Socio-Cultural Status effect, these children are a heterogeneous group with variation in language skills (oral expressions, vocabulary knowledge, and grammatical development), phonological awareness, print exposure, symbolic thinking, working memory, and family relationships. The purpose of this study was to confirm this variation in these different domains in Portuguese children and to examine if this heterogeneity appears to be influential in reading and spelling acquisition. 200 first-graders children were assessed at the beginning and 4 months after school entering. Results show significant differences among school children across most variables. These findings are discussed in terms of their relevance towards enhancing literacy skills and identifying children who are at-risk for or who have reading and spelling difficulties earlier in their development.

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16TH EUROPEAN CONFERENCE ON READING

Letters knowledge and phonological awareness in Greek kindergarten children

MANOLITSIS, George Greece TAFA, Eufimia

The purpose of this study was to examine longitudinally the develop-

Greece

ment of letters-sound and letters-name knowledge and their relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did not know how to read. One hundred twenty (120) children aged 58 to 69 months were assessed on letters-sound and letters-name knowledge, as well as on phonological awareness skills at the beginning, the middle and the end of kindergarten. The findings indicated that: (a) kindergarten children knew more letters-sound than letters-name in almost every case across the assessment points; (b) letters-sound knowledge predicted letters-name knowledge slightly better than vice versa; (c) phonological awareness associated directly with letters-sound knowledge and indirectly with letters-name knowledge, and (d) the bidirectional hypothesis between phonological awareness and letters knowledge was not confirmed.

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MARTENS, Prisca USA

Learning from young children and discovering their language strengths

MANNING, Maryann USA

This symposium will:

BLOCH, Carole

• use a socio-psycholinguistic perspective to explore literacy deve-

South Africa

lopment;

GOODMAN, Yetta

• explore the influence of ethnic, linguistic and cultural variations on

USA

literacy;

SMITH, Pat

• examine literacy research in South Africa, Australia, and the United

Australia

States;

MARTENS, Ray USA

Following the welcome and introductions, the presenters will share research that highlights children’s literacy strengths.

Examining children’s constructed understandings in their writing.

Maryann Manning will use writing samples by Spanish, English, and Japanese children to discuss how children construct knowledge about literacy.

In the hands of children. Carole Bloch will share how South African children’s emerging biliteracy in community, home and school settings is shifting adults’ perceptions about language, learning, and story reading.

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Learning from teachers, children and texts. Yetta Goodman will present a transcript of an American teacher and her first graders that demonstrates how knowledgeable teachers and well-written texts support children’s reading.

Strange and familiar places. Pat Smith will present a discussion of Australian 7 year olds’ reading picture story books in which place profoundly influences the story and characters.

Reading written and pictorial texts. Prisca Martens and Ray Martens will discuss how American children’s learning the language of illustrators supports their reading of picturebooks.

Following the presentations, the presenters will engage the audience in a discussion around literacy issues.

The speakers will use an overhead projector and PowerPoint to share

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their presentations and will facilitate a discussion with the audience.

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MARTINEZ, Gilda USA

Message Boards: a springboard for early reading and writing

LASTER, Barbara USA

The Message Board activity is a voluntary sharing of important

CONTE, Betty

events on large or small chalkboards by Pre-Kindergarten students,

USA

teachers and parents. It encourages children to be active participants in language learning. It is a variation of the traditional show and tell activity.

To begin this multiple case qualitative study, a preschool teacher took pictures every day over the past ten years of all the Message Boards written by her students. She placed the pictures in a log, recorded the oral messages next to the pictures, and noted the dates and studentsâ&#x20AC;&#x2122; names. In 2007, outside researchers (from Towson University) interviewed the teacher and the students about the message boards. The outside researchers also observed Message Boards in action and collected documents from the teacher related to Message Boards, such as the logs, childrenâ&#x20AC;&#x2122;s observation records, and the curriculum. By doing so, data triangulation was created, which is essential for effectively examining case studies in qualitative research (Stake, 2000).

The logs were analyzed, coded for key phrases (Flick, 2002), words, or picto-writing, and patterns that evolved were studied to note student progress (Bogdan & Biklen, 2003). Charts were created to segregate the data by: native English speakers, English Language Learners, and year - 1997 vs. 2007. The Message Boards were then analyzed to determine: literacy development, similarities and differences among English language learners and native English speakers, and how Message Boards compared in 1997 to 2007. The results will be reported in this poster presentation.

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16TH EUROPEAN CONFERENCE ON READING

Mother tongue textbooks and acquisition/ development of reading comprehension competences

MARTINS, Mª Esperança Portugal

Reading comprehension holds a key position in the building of the future of both individuals and societies, since regular reading habits contribute to an active and reflective exercise of citizenship.

International and national studies on literacy had been conducted recently in order to assess the proficiency of the measures taken to improve reading comprehension in modern societies. In spite of all the efforts, the Portuguese population shows little changes since the first results obtained more than ten years ago.

New studies centred in strategies and resources for teaching/learning reading comprehension try to identify and characterise the problems, in order to find suitable solutions.

Research on teaching/learning reading comprehension has shown that textbooks can present characteristics that prevent the development of motivated, competent and critical readers.

Our study intends to determine the influence textbooks related with the teaching of Portuguese as a mother tongue have in the acquisition/ development of reading comprehension competences by the students.

Therefore, our main aims are: i) to draw a readerâ&#x20AC;&#x2122;s profile based on the acquisition/development of reading comprehension competences fostering academic success and social integration; ii) to analyze textbooks associated to the teaching/learning of Portuguese as a mother tongue in order to assess their adequacy to the acquisition/development of transversal reading comprehension competences during the attendance of compulsory education and iii) to define essential principles for the elaboration of textbooks capable of supporting a teaching/learning process promoting the acquisition/development of such transversal competences .

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MASON, Linda USA

Self-Regulated Strategy Development instruction for students with low writing performance Students who struggle with writing produce compositions that are shorter, less cohesive, and poorer in quality when compared to average or good writers. Fortunately, a growing body of research indicates that studentsâ&#x20AC;&#x2122; writing can be improved with explicit instruction in strategy development (Mason & Graham, 2008). One evidence-based approach, Self-Regulated Strategy Development (SRSD) instruction, has proven to be an effective tool for improving writing for students with low writing performance.

SRSD instruction has been validated in more than 30 empirical studies conducted in over 25 years of research. A number of writing strategies for narrative and expository writing have been successfully taught to early elementary through high school students with and without disabilities who struggle with writing (Harris, Graham, Mason, & Friedlander, 2008). Results of studies have indicated that after receiving SRSD instruction, studentsâ&#x20AC;&#x2122; writing performance has improved, and this improvement has maintained over time and generalized across writing tasks and settings.

Six stages for strategy acquisition and procedures for teaching self-regulation will be presented in this workshop. The focus of the presentation will be on SRSD instructional delivery and tips for modifications to meet the needs of a wide range of students across developmental and grade levels. In addition to a handout describing instruction and tested strategies, a list of recommended readings will be given to session attendees. Time will be devoted at the end of the session to answer questions and address specific needs as presented by the audience.

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16TH EUROPEAN CONFERENCE ON READING

Adolescent readers and writers: Students as the architects of a literacy curriculum

McDONALD, Trevor USA THORNLEY, Christina

This paper reports on findings from a longitudinal study following 100

USA

students through the five years they typically spend at high school in New Zealand. The understandings articulated by the students in this study conform very closely to the pattern of achievement of New Zealand students on international assessments such as PISA. Given this, it is not surprising that numbers of studentsâ&#x20AC;&#x2122; achievements are hampered because they lack the skills to deal with complex materials and tasks. However, the skills articulated by others have assisted us in understanding about literacy need from an adolescentâ&#x20AC;&#x2122;s perspective and have been used to design a literacy curriculum that provides opportunities for all students to learn the sophisticated skills necessary for literacy success both in and beyond the secondary system.

Through the course of the study students have met with the researchers annually to discuss their developing literacy understandings and to engage in a number of diagnostic literacy assessments and surveys. We have also collected data from external assessments to track their achievement and to compare our own assumptions and findings with standardised data. What has become clear as a result of undertaking these activities is that while all of the involved students were articulate in describing their understandings and needs, skills did not develop in a uniform pattern and needs became apparent for different students at different times. Given this situation, this paper argues for the use of student voice as a central component in the design of literacy curricula for adolescents.

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McLACHLAN, Claire New Zealand

Enhancing alphabetic and phonological awareness in young children through professional development with teachers: an examination of findings in New Zealand early childhood centres There is a growing body of evidence that children who possess both alphabetic and phonological awareness on school entry are in a good position to make the transition from emergent to conventional literacy (Nicholson, 2005; Whitehurst & Lonigan, 1998). Although most children further develop these skills as part of their early education, approximately 25% of children do not (Nicholson, 2005) and struggle to learn to read. One of the challenges is how teachers can foster emergent literacy, including alphabetic and phonological awareness, within a holistic curriculum framework, such as New Zealand’s early childhood curriculum, Te Whāriki (Ministry of Education, 1996). Recent research indicates that many early childhood teachers lack fundamental understandings of how children develop literacy (McLachlan et al., 2006; Fillmore & Snow, 2000). A pre-test post-test, quasi experimental design was used in which teachers’ and children’s knowledge was tested at the beginning and end of the data collection in four Zealand early childhood centres. The children tested were aged between 3 and 5 years. Following pretesting, professional development was run for teachers in three of the four centres, with the fourth centre used as a control. In addition, teachers’ self reports of the ways they promoted literacy during the intervening period were collected. The results are presented and the question of whether professional development is effective in supporting teachers to promote alphabetic and phonological awareness in early childhood is explored. The implications for challenging teachers’ beliefs, professional development, research with children and teachers and

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curriculum development are examined.

6/29/09 3:19 AM

16TH EUROPEAN CONFERENCE ON READING

Case study Finland: boosting reading engagement among low performers

MEYER-HAMME, Alexa Germany GARBE, Christine

International student assessments (e.g. PISA and PIRLS) reveal that

Germany

the best performing countries with the highest mean score in reading literacy usually also show the smallest disparities between the high and the low achievers. Among all European countries, Finland most impressively represents this correlation. This case study on Finland aimed at understanding underlying reasons for the Finnish high average performance and specifically for the little share of struggling readers. Pursuing an ideographic approach, the goal was to investigate the impact of prevalent societal values, surrounding conditions, the role of institutions and actors regarding reading education and the mechanisms between them.

The researcher conducted qualitative fieldwork in Finland with stays in Jyv채skyl채 and Helsinki in October 2007. The primary data were generated by means of 15 semi-structured interviews with experts and observations at one Kindergarten and three comprehensive schools.

They were complemented by secondary data (e.g. previous scientific studies). Both data sources were analysed by qualitative content analysis and transformed into a category-system.

According to the study-findings, the specific Finnish performance can be ascribed mainly to seven pillars that build the fundament of the Finnish education environment: The idea of equity, the tradition of education and the culture of reading (three core values), and educational partnership, the beginning matters, a promotion focus and a focus on the individual (four guiding principles of education).

>

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These pillars are found to be essential guidelines for schools and other actors/institutions when putting education into practice.

Hence, the Finnish success is far more than the implementation of â&#x20AC;&#x2DC;good practiceâ&#x20AC;&#x2122; at school. The data analysis gave evidence that there is a holistic political and societal system behind: It values education and reading and considers equity in education necessary for the continuity of welfare.

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16TH EUROPEAN CONFERENCE ON READING

Strategies to help emergen readers

MILLER, Melinda USA

The objectives of this workshop are: To make teachers aware of the importance of teaching reading strategies to emergent readers; To provide demonstrations and practice of techniques for assisting emergent readers in learning strategies to use as they read.

HIGGINS, Betty USA WILLIAMS, Joan USA

Content: Research supports the use of Reading and Writing Workshops in a balanced literacy classroom (Cooper & Kiger, 2006; Tompkins, 2006). Within the balanced literacy program, there exists a need to address specific literacy skills. Although many children learn to read as a natural process, others need to be explicitly taught strategies that enable them to decode unfamiliar words they encounter as they read (Clay, 1993). In this presentation, we will discuss ways to teach strategies that deal with semantic, syntactic, and graphophonic cues to emergent readers. Through demonstration and handson practice, participants will learn strategies such as hearing and recording sounds in words, making and breaking words, my pile/your pile, prompting, book introductions, and strategy tents.

We will use discussion, demonstration, role-playing, hands-on practice, and sharing to teach the strategies to participants. Participants will have the opportunity to make examples of my pile your pile cards and strategy tents.

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MIRSEITOVA, Sapargul Kazakhstan

Study groups. Growing together trough reading engagement

KOPBAEVA, Zeinegul Kazakhstan

Each presenter will be talking on behalf of her team. The first group

RYSBAEVA, Arshagul

represents a team of the faculty, pre-service and in-service; while

Kazakhstan

the second one is a team of the faculty, undergraduate, and graduate students; the third group involves the faculty and in-service.

The presenters will approach the issue from different points of view.

The study is based on the concepts that reading is making sense (K. Goodman, F. Smith & oths) and that books help for deeper understanding of the own culture and society as well as giving opportunities to learn about other countries and cultures around, as well as that learning together gives diverse directions and new challenges. The study has been done in the following directions â&#x20AC;&#x201C; 1) Miscue analysis: Learning from and about the Reading Process; 2) The role of fiction at teacher education classes; 3) Challenges of professional reading groups. In each direction we have accomplished several sessions, the data was analyzed in depth. In the process of study some results were reported at the National Conference.

At this session, the focus will be on how it changed first of all the researchers themselves, what changes they found in their students/ colleagues and why they do and will continue doing this study. Today we try to attract more teachers to our research groups and consider that we are at the starting point of it.

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16TH EUROPEAN CONFERENCE ON READING

Supervision of literacy development in the Republic of the Maldives

MOREIRA, Mª Alfredo Portugal ADNAN, Zeenaz

Within the context of a course led by the University of Minho entitled Online Teaching and Learning & Professional Development of Teachers in the Republic of the Maldives, the presentation is focused on the description and discussion of the supervisory work undertaken

Rep. Maldives FAHEEM, Ahmed Rep. Maldives MOOSA, Ameeliya

by a group of teacher educators/ supervisors working in primary

Rep. Maldives

and secondary schools in this country. These teacher educators/

SHAKIR, Hussein

supervisors work with teachers in order to promote the Child

Rep. Maldives

Friendly Schools programme adopted by UNICEF & Maldives Ministry

SHAKIR, Shazmeena

of Education. Following the 2004 Tsunami, schools are undergoing a

Rep. Maldives

process of great change that includes raising the quality of teaching

SHAMEEM, Aishath

and learning in some of the most disadvantaged schools in the

Rep. Maldives

Maldives. That includes the training of teachers in order to improve student academic performance level, as well as to help develop child-centred, active learning in classrooms in what comes (also) to literacy development. When children enter school, they learn, besides their mother tongue (Divehi) Arabic and English, the latter being the language of instruction in Maldivian schools. At the end of their secondary school education, adolescents (grades ten and twelve) are required to do an international exam in English as their final exam.

In this context, school-based supervision is a complex and multivaried function that includes coordinating teachers’ work, organizing meetings with parents, teachers, administrative staff and students, organizing school exams, checking teachers’ schemes of work and lesson plans, observing teacher’s lessons, recording and analyzing data, giving frequent feedback to the teachers, checking students’ exercise books, among others.

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MORGADO, Margarida Portugal

Visualising Europe: um Projecto Europeu de Literacia Visual e Educação Intercultural Visualising Europe: Visual Literacy and Intercultural European Education Project Apresentação do Projecto Visualising Europe: Visual Literacy and Intercultural European Education, desenvolvido no âmbito do projecto Comenius/Sócrates, da perspectiva da sua fundamentação teórica e materiais. O projecto propõe uma abordagem integrada de desenvolvimento da literacia visual e da educação intercultural, propondo materiais que integram a negociação de múltiplas culturas, línguas, textos e inter-textos (visuais), o local e o global. Os textos visuais que constam dos Manuais do Aluno 1 e 2 são considerados artefactos culturais que comunicam sentido e que são culturalmente específicos. A metodologia de análise de textos visuais inclui o reconhecimento do que se encontra representado (o tema natural), a compreensão do conteúdo simbólico, tipo e função do texto visual, bem como o entendimento dos contextos culturais da sua produção e consumo. Olhar é proposto como uma prática cultural na qual a produção, o consumo e as crenças e sentidos que os observadores associam a um texto visual em particular são importantes como meio de fazer sentido e ‘construir’ uma representação particular do mundo. Baseado em teorias construtivistas, o projecto, que tem como objectivos desenvolver formas de ver e convidar os jovens (dos 6 aos 12 anos) a participar de forma activa no processo de fazer sentido do mundo que os rodeia, pressupõe que os alunos devem ser activos no processo de aprendizagem para desenvolver as suas próprias formas de ver, de interpretar e de explicar por que o fazem de determinado modo para que a competência adquirida se torne transferível para situações de interacção e negociação com outras culturas.

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16TH EUROPEAN CONFERENCE ON READING

Presentation of the Visualising Europe: Visual Literacy and Intercultural European Education project, developed under the Comenius/ Socrates framework, from the perspective of its theoretical rational and its materials. The project puts forward an integrated approach for the development of visual literacy and intercultural education and offers materials that integrate means to negotiate multiple cultures, languages, (visual) texts and inter-texts, the local and the global. The visual texts in the Pupils’ Workbooks 1 and 2 are taken as cultural artifacts that communicate meaning while being culturally specific materials. The methodology for the analysis of visual texts includes recognising what is being represented (the natural theme), understanding the symbolic content, the visual text type and its function, as well as understanding the cultural contexts of its production and consumption. To look is proposed as a cultural practice in which production, consumption, beliefs and meanings that lookers carry onto a particular visual text are important as a means of meaning making and ‘constructing’ a particular worldview. Using the notion of constructivism, the Project, which aims at developing ways of seeing and at inviting young people (6 to 12 year-olds) to get actively involved in meaning making of their surrounding worlds, presupposes that learners should be active in order to develop their own ways of seeing, interpreting and explaining why they see the way they do.

This way the skills they develop may be transferrable to situations

>

that require interaction and negotiation with other cultures.

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MORRONE, Adolfo Italy

Reading books: the role of early learning and long life learning This paper presents the results of an in depth analysis of the reading habits in Italy based on data from a large survey of about 24.000 households carried out by the Italian National Statistical Office.

This work, recently published in Italy, point out the evolution of the Italian reading habits in the last 40 years in order to understand why Italy lacks behind in Europe and which are the factors impeding the development of reading books in Italy.

First of all the analysis concentrates on preschool children to show the role of the parents and of preschool learning in shaping the habits of future readers.

On the other hand it will focus on the effect of long life learning on reading habits of adults and elderly people.

The aim is to show the areas of political intervention trying in the same time to eradicate some stereotypes on non reading booksâ&#x20AC;&#x2122; factors.

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Multilingual use of the multimodal: picture books in an English language class

MOURÃO, Sandie Portugal

This talk will begin with a brief discussion about using children’s literature in English language classrooms. I will then define what a picture book is, comparing it to illustrated and decorated books, showing examples.

I will next discuss the two texts present in every picture book, the visual (illustrations) and verbal (words), and how they work together to produce a narrative. I shall describe parallel and interdependent models of picture books and give examples of each, with reference to those that have been described in publications as suitable for the English language classroom.

Next, I will briefly describe my research project, which investigates parallel and interdependent picture books and subsequent language production in pre-school classrooms. I will include a brief description of the setting, the picture books used, and the data collection methodology.

I shall present very initial findings, which will focus in particular on results obtained from interdependent picture books and the language they generate, using examples from transcribed tape-scripts. I shall make reference to child reader response categories.

Based on these findings, I shall discuss the implications for the language classroom, which include: a) Rethinking how we select/use picture books in our classrooms; b) The student’s role as meaning maker c) The teacher’s role as facilitator / scaffolder d) The use of mother tongue and foreign language in picture book storytelling sessions.

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MUKHTOROV, Zaynidin Tajikistan

About govermental strategic goals in Tajikistan and risk factors in social and education sistem Govermental Strategic goals will be discussed: Improvement the management of the education system for the delivery of quality educational services; Increase quality of educational services of all levels, and align with the World Initiative â&#x20AC;&#x153;Education for Allâ&#x20AC;?, Millennium Development Goals; Garantee equitable access to basic education, and merit-based access to other levels of education for all; Development of legal regulating documents for introduction of credit mechanism for students of higher institutions; Set up on-going courses on studying and introducing of information communication technologies in education; Establish computer centers with access to Internet and educational facilities; Development of programs on the use of the new information technologies and innovative teaching methods as well as methodological materials on their introduction; Implementation of program on computerization of basic and secondary general schools for the period of 2005-2007 and development of a new program till 2015; Development of regulatory basis for the use of distance education; Development of comprehensive program of introduction of the technologies of distance learning; Establishment in the Ministry of Education scientific methodological center for co-ordination of all methodological services, introduction of new Technologies; Equipment pedagogical and other institutions with computers.

We will discuss also some risk factors: Insufficient financial resources; Rapid growth rate of population, and the growing demand for education services; Poverty of the majority of population; Low community participation in the decision-making process of education problems; Unemployment and migration of labour force; Uneven development of regions; Fall of the status of the teacher in a society;

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Low salary of teachers.

6/29/09 3:19 AM

16TH EUROPEAN CONFERENCE ON READING

How do the children read?

MULLER, Karin Estonia

We inquired of the students aged 10 to 16, how they enjoy reading, when they like to read and where they like to read.

MAASIK,Virve Estonia

The enquiry result we found that for students reading is important activity and enjoyable.They like to read in silence at home. As they read in the classroom or in the library, they need more concentration.

Our students like to read when they are alone at home. For them the best time to read is holidays. There is a tradition in our school to recommend some books to read during the holiday.

We are also interested in the boys and girls opinions about reading.

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NAJVAR, Petr Czech Republic

Teaching foreign languages to young children

NAJVAROVĂ , Veronika Czech Republic

This poster concentrates on the topic of teaching foreign languages (namely English) to young and very young children. Especially, it brings together arguments for and against including English as a compulsory component of pre-primary and primary school curriculum in the Czech Republic in the beginning of the 21. century. An empirical research project conducted by the author is introduced. A number of hypotheses about the influence of early foreign language instruction on the lower-secondary school pupilsâ&#x20AC;&#x2122; language competences and motivation were formulated of which our research data confirmed none. These findings are consistent with empirical findings from other European research projects: even though it is wisely considered of utmost importance to promote foreign language learning as a means of raising cultural awareness and fighting xenophobia, it is wrong to pinpoint an early start as an easy way of achieving widespread high language awareness. Concrete steps in implementing foreign languages to the primary curriculum in the Czech Republic are discussed, the example being taken from the current Czech curricular reform. It is demonstrated how unsystematic and perfunctory a change it was to lower the beginning of compulsory foreign language education from the fourth to the third grade.

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16TH EUROPEAN CONFERENCE ON READING

Research on primary school pupils’ reading strategies

NAJVAROVÁ, Veronika Czech Republic NAJVAR, Petr

Partial results of a research project into the reading literacy of

Czech Republic

primary school pupil in the Czech Republic will be presented.

Selected factors (pupils’ reading characteristics, family background, school environment, teacher) were examined that determine the development of reading literacy. The research also concentrated on reading strategies. Quantitative and qualitative research methods were combined: quantitative testing (PIRLS 2001 text was used) of an extensive file of pupils lead to selecting 22 pupils (extreme cases – from each examined class the best and the worst reader was chosen), whose reading strategies were analysed using qualitative research techniques (observation, interview). We also examined teachers’ methods of work with texts. We found that no good or poor readers employ comprehension strategies due to the school demands, also predicting and evaluating were rarely employed. All teachers agreed upon common procedure of instructional text elaboration.

We came to the conclusion that the development of reading literacy of primary school pupils is to a great extent influenced by pupils’ reading characteristics and their family background. On the other hand the research showed that the school does not use its full potential for the development of pupils reading literacy. Reading is a highly controlled activity in Czech schools even though the results of the PIRLS 2001 project show that this is not desirable for the development of reading literacy.

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NIEVES, Yully USA

Spanish for specific purposes: new literacies for a global workforce This research explores how Spanish for Specific Purposes has been developing in countries that are either surrounded by Spanish speaking countries (such as Brazil); countries that economically benefit from teaching the language to surrounding multilingual countries (like Spain); and countries that have large numbers of Spanish speaking residents (like The United States of America). Language for Specific Purposes (LSP), mainly centered on the English language (Salager-Meyer et. al 2006) has focused on studying and teaching language from a more specialized stance. Given the increasing demand for learning Spanish, now the fourth most commonly spoken language in the world, Spanish for Specific Purposes (SSP) has been incorporated into LSP in recent years. SSP is likely to continue growing as the Spanish-speaking population increases and international collaboration and trade with Latin America and Europe surges.

Texts used in the teaching of SSP at several major universities in these countries are analyzed, and a literature review of LSP and SSP frames the discussion for the evolution of the field. Textual analysis (Bazerman, 2006) demonstrates how style and approach to SSP teaching and text production takes place in each specific context. Genre analysis of SSP across borders shows how each country shapes its approach to the language’s research and teaching based on their inherent differences in economic, social, and cultural needs. Moreover, given that this research focuses on Iberoamerican education, this paper looks at why universities in general –regardless of location, source of funding, or specialization—capture, recognize and accept the changing needs of different societies to provide new and innovative literacy and courses in their university programs, thus centering on the educational aspects of language and literacy.

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16TH EUROPEAN CONFERENCE ON READING

Approximations of practice: a framework for developing literacy coaches in graduate programs

O’CALLAGHAN, Catherine USA

The role of the literacy coach is highly complex and constantly evolving. As the nation struggles to close the achievement gap, the global marketplace is demanding a new form of literacy that requires critical thinking and higher levels of fluency. The literacy coach plays a vital role in supporting classroom teachers as they strive to meet this higher level of literacy. Yet very little research has been done to explore literacy coaching or its preparation. This exploratory case study investigated a new paradigm for developing literacy coaches, entitled ‘Approximations of Practice’. It examined the development of literacy coaching skills in four graduate students enrolled in a literacy specialist program. Primary methods of data collection included reflective journals, coaching artifacts, and interviews. Data analysis utilized reduction techniques such as multiple readings of data, coding of categories, and identification of coaching skills and events (Bogdan & Biklen, 2003). A rubric (adapted from Fitzharris, Jones, and Crawford, 2008) was used to ascertain stages of knowledge of coaching skills among the four teachers. Findings indicate that participants varied in their knowledge base in regard to coaching skills and this determined their approach to coaching situations. Participants that were most effective drew upon their strengths to gain acceptance from their more experienced peers. All four participants approached the coaching situation from a collaborative perspective and voiced the need for more ‘approximations of practice’.

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OUELLET, Chantal Canada DESPEIGNES, Marie-Alex Canada BOUCHARD, Sonya Canada BOISVERT, Giselle Canada

Lire et mieux comprendre en classe de Français mais aussi dans d’autres matières scolaires : une étude sur le réemploi de stratégies de compréhension au secondaire Reading and understanding better in French and other subjects: a study of the application of comprehension strategies in high school Les enseignants du secondaire s’attendent à ce que les élèves possèdent les habiletés de lecture pour lire les manuels des cours mais plusieurs d’entre eux ont un niveau insuffisant pour le faire.

Les enseignants des différentes matières scolaires s’en plaignent mais commencent à réaliser l’importance de leur engagement visà-vis le transfert des stratégies de lecture dans leurs cours. Une première phase de cette étude, réalisée dans la région de Montréal (Qc, Canada) a porté sur le renforcement des capacités des enseignants de français à enseigner des stratégies de compréhension. Les résultats positifs obtenus ont eu pour effet d’intéresser les enseignants d’autres matières scolaires à se joindre au projet et à favoriser le réemploi de stratégies de compréhension dans leurs matières spécifiques (ex : histoire, mathématique, science). Cette étude s’appuie sur l’adaptation, en contexte québécois francophone, de pratiques pédagogiques issues de l’approche Reading Apprenticeship (Schoenbach, Greenleaf, Cziko, Hurwitz, 1999 ; Braunger et Lewis, 2005 ; Heller et Greenleaf, 2007) développée aux États-Unis. Un pré-test, un post-test et un échantillon de textes annotés auprès de 500 élèves et des questionnaires et entretiens de groupe auprès de 16 enseignants constituent les instruments de cueillette de données.

Que les élèves puissent mieux construire le sens des textes lus dans

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16TH EUROPEAN CONFERENCE ON READING

différentes matières et que l’expertise des enseignants soit renforcée constituent les résultats attendus. Ces résultats contribueront également à améliorer les connaissances dans ce domaine qui fait partie des priorités en matière de formation en lecture chez les conseillers pédagogiques et les enseignants au Québec.

High school teachers expect students to possess sufficient reading abilities to read course textbooks but a number of them do not.

Teachers of various academic subjects have complained about this but are now starting to realize the importance of their involvement in the transfer of some reading strategies to their courses. An initial phase of the research, conducted in the Montréal region (QC, Canada) focused on the reinforcement of French teachers’ abilities to teach comprehension strategies. The positive results obtained had the effect of interesting teachers in other academic disciplines in joining the project and encouraging the application of comprehension strategies in their particular subjects (for example: history, mathematics and science). This study was based on the adaptation of pedagogical practices stemming from the Reading Apprenticeship approach (Schoenbach, Greenleaf, Cziko, and Hurwitz, 1999; Braunger and Lewis, 2005; and Heller and Greenleaf, 2007), developed in the United States, to the Québec francophone context. Data collection was based on a pre-test and post-test and sample of annotated texts by 500 students and questionnaires and group interviews with 16 teachers. The expected results were for students to be better able to

>

construct the meaning of texts read in different subjects and for teachers’ expertise to be reinforced. These results will also contribute to enhancing knowledge in this field, one of the priorities for Québec pedagogical counsellors and teachers in the area of teaching reading.

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PACHECO, Denise Gomes China

Linguistic-cultural frictions in babel of Macau: a discoursive approach “Macao is a very complex microcosmos, an old Portuguese colony of a very specific kind, a multicultural, multilingual society in which several types of pluralisms are combined or juxtaposed: cultural pluralism, socio-political pluralism, linguistic pluralism and legal pluralism” (Santos, 1991, apud Ieong, 1992:28). The linguistic environment is very complex, because of the language issues: to communicate in a simultaneous multilingual environment is a big challenge. One might think that being proficient in English would be enough to survive in Macau, but the reality is a little bit different. Although Portuguese and Chinese are the official languages, and all the governmental documents must be written in these two languages, the actual “national” language spoken everywhere is not English, but Cantonese, widely spoken everywhere. Besides this complex scenario, The SinoPortuguese Joint Declaration on the Question of Macau, establishes that “The Macau Special Administrative Region will, on its own, decide policies in the fields of culture, education, science and technology, and protect cultural relics in Macau according to law. In addition to Chinese, Portuguese may also be used in areas of Government and in the legislature and the courts in the Macau Special Administrative Region” (article V) - (our emphasis). We can assume that Macau is already a Babel of Languages. The present paper is a general review of the research project Linguistic-cultural frictions in the Babel of East: Macau, aiming to configure the linguistic context in Macau and analyze the government’s actions to deal with this linguistic reality.

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Reading performance of Greek young students from urban and rural settings

PADELIADU, Susana Greece ANTONIOU, Faye

Decoding and fluency have been often considered the basis of

Greece

reading comprehension, although there have been data revealing that first and second graders may comprehend written text based on their background knowledge. Most of the relevant research has been realized within phonologically deep languages, wherein decoding problems appear to be especially prominent. Furthermore, in most of the available studies students come from urban areas, and they have been presumably exposed to similar environments, in terms of written language. The goal in this study was to explore the decoding, fluency and reading comprehension skills of students living in either urban or rural areas. In addition, the differential contribution of decoding and fluency to reading comprehension was also researched, depending on the grade of the students and their urban or rural living area. Participants were students from first, second and third elementary grades. One hundred and seventy eight of them studied in an urban area and ninety three of them studied in a rural school. Each student was tested individually in the second half of the school year.

The standardized test used consisted of three constructs (decoding, fluency and comprehension) and had good psychometric properties.

Based on the statistical analyses performed, it was found that in first grade, students from rural areas performed statistically lower than students in urban areas in all 3 constructs. In second grade, the only statistically significant difference referred to reading comprehension, while in third grade, differences in decoding and fluency reappeared. Furthermore, prediction of reading comprehension was different for the students in urban and rural areas, especially in first grade. The results are discussed in the context of explaining reading comprehension and providing appropriate instruction in the first three elementary grades.

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PANDIS, Meeli Estonia LEPIK, Aira Estonia

Non-governmental organization as marketing practice framework: Estonian Reading Association from the Year of Book (2000) to the Year of Reading (2010)

RATASEP, Anu Estonia

Modern societies are presumed to rest on three pillars - the state,

LUKANENOK, Kadi

the business sector and non-governmental organisations. NGOs can

Estonia

play a role as a catalyst or mediator between the governmental and business sector. Civic initiatives provide better results in a number of spheres including education innovation. The contemporary marketing practice/CMP approach adopts a pluralistic framework in order to incorporate both transactional (e.g. many-to-many marketing) and relational aspects (e.g. relationship marketing) of marketing, and how organizations relate to their markets through various projects, events and activities.

The Estonian Reading Association/EstRA (Eesti Lugemisühing; www. lugemisyhing.ee) was established in May 1992 as a voluntary organisation. There are about 200 members, representatives from different professions related to reading - teachers, librarians, teacher trainers, university professors, students etc. EstRA is running different research and charity projects projects starting with charity project “Books From Children to Children” in framework of the Year of Book 2000.

The current projects are: “Reading is Fun” (since 2000; www.lom.edu. ee) “Reading Nest” (since 2004), „Reading Games“ (since 2004), „Schools Whre Literacy Thrives” (since 2006), „MorePAL More Parents connected to Learning“ (since 2006), The participation with continuing and new projects in a Estonian Year of Reading 2010 is planned.

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The presentation will analyze project work and marketing practice in Estonian Reading Association, the methodology used in its activities, outcomes and plans.

The aim of proposed paper is to analyze Estonian Reading Association`s projects in the framework of marketing concepts (closely Relationship Marketing) and to discuss the role of project-based approch in the Estonian Reading Association`s activities.

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PEIXOTO, Carla Portugal CADIMA, Joana Portugal

First grade children’s literacy skills: influence of home literacy environment beyond mothers’ education and literacy beliefs

LEAL, Teresa Portugal

A growing body of research has investigated how early literacy experiences provided at home before the child enters school impact later literacy achievement (e.g., Hood, Conlon, & Andrews, 2008; Sénéchal & Le Fevre, 2002; Van Steensel, 2006). The present study intends to extend previous work by analyzing the influence of the early home literacy environment on first grade children’s literacy skills, after taking into account mothers’ education and reading aloud beliefs.

Participants were 57 children (33 boys; 24 girls) and their mothers.

When children were attending the last year of preschool education, mothers were interviewed and completed at home three questionnaires regarding (1) sociodemographic information, (2) their home literacy environment (e.g., frequency of parents-child book reading experiences, age of first reading shared experience, number of children’s books), and (3) their beliefs about reading aloud with children. At the end of their first grade year, children were individually assessed at the school setting on receptive vocabulary, concepts about print, reading fluency, and reading comprehension skills.

Hierarchical regression analyses revealed that home literacy environment was a significant predictor of children’s receptive vocabulary (∆R2=.07, p < .05), and concepts about print (∆R2=.07, p < .05) outcomes, after controlling for mothers’ education and literacy beliefs.

Regarding reading fluency and comprehension, no effect was found for home literacy environment. Even though, mothers’ education seemed to be the only predictor of reading comprehension.

Implications for future research and educational practice will be discussed.

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Comparison of arguments and argumentative opinion. Highschool students´case La comparación de argumentos y la opinión argumentada en estudiantes de bachillerato.

PEREDO MERLO, María Alicia Mexico

In this paper I report the final results of my research about high school students´ reading competence. Specifically, my question was how do high school students take position when they read two different texts with opposite arguments.

The sample was 234 mexican students of three different contexts, six schools and three cities.

They must read two different argumentative texts for three different tasks: 1. identify and compare arguments, 2. take position about opposite arguments, and 3. write and explain it.

My results were completed with an individual interview.

I found a strong influence of basic learning in the first school years.

Students can´t compare nor write summaries because they were taught with wrong rules about what are the principal ideas and how to get them. It´s not usual to give students this kind of tasks and also they don´t know how to get the arguments, so many of this students give their opinion based more in personal judges very far from the text, than from critical text position.

These findings light the mistakes students make, so teachers can do something more than just teach by incomplete rules, for example how do readers get principal ideas or arguments by inferences or how can they get implicit ideas that support the principal thesis or author´s foundation.

Critical reading is necessary in good readers.

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PEREIRA, Iris Portugal

Learning literacy, learning language: supporting theory with linguistic and educational research In this paper I present the results of a research carried out in Portugual that suggest that (i) learning literacy (in school) is a matter of learning â&#x20AC;&#x2DC;the language of schoolingâ&#x20AC;&#x2122;, and that (ii) that may be the reason for the literacy difficulties that many students face, as it has been claimed by Halliday (1993), Schleppegrell (2004) and Gee (2004), amongst many others. For this reason, this paper intends to be a contribution to empirically supporting these recent theoretical perspectives on literacy and literacy learning.

I start presenting the language that is used in the texts that structure the different school subjects as a set of diverse linguistic forms or social languages (Gee, 2004), each reflecting a set of diverse situated meanings, and I explain that this is due to the socially situated nature of human language (Halliday, 1978). Together with these authors, I assume that the sucess in making meaning with those texts at school (that is, sucess in literacy) depends on the learning of the singular linguistic patterns that are used to represent those meanings, inevitably different from the vernacular varieties of language that constitute the whole of many childrenâ&#x20AC;&#x2122;s linguistic competence when begining school.

This theoretical perspective makes either linguistic or pedagogic claims, and the research focused on both dimensions. Linguistically, it showed that a set of words (namely, anaphoric demonstratives) do in fact accomplish specific functions in different school text; pedagogically, it showed difficulty in using those forms to make meanings in the late primary years.

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16TH EUROPEAN CONFERENCE ON READING

Student engagement in learning with Web 2.0

PETKOSKA, Anica Rep. of Macedonia

I believe that the educational technology has the power to prepare the today students for the labor market in the 21st century, to transform learning, create communities and inspire creative thinking.

I first started using blogs with students in 2005. My presentation will be about my experience of student engagement and learning while using blogs, wikis and other web 2.0 tools in international and at school projects. I will share some of my favorite projects, lessons learned and some tricks and tips to successfully engage the students in learning with educational technology.

1. Student engagement in learning in International projects compared to at ‘At school ‘student projects 2. Teacher collaboration: This is not about making the teacher an expert in technology; it’s about becoming a better teacher.

3. Student collaboration and engagement 4. Blogs, wikis and other web 2.0 tools 5. School year, holidays, time zone, period time, time allocated for the project 6. Language issue: English and EFL or EFL and EFL team 7. My projects 8. Availability of ICT equipment 9. The issue of copy/ paste 10. Student teams

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PIASECKI, Peter Germany

Erfassung und Entwicklung des Leseverständnisses von Tabellen, Graphiken und technisch strukturierten Zeichnungen – Eine Untersuchung bei Jugendlichen und jungen Erwachsenen mit Behinderungen in Ausbildung Die Lese- Rechtschreibschwäche (LRS) weist auf mangelnde Kompetenzen vor allem von Kindern und Jugendlichen innerhalb der Primarund Sekundarstufe I hin, geschriebene Texte altersangemessen zu verstehen, zu schreiben, zu nutzen und über sie zu reflektieren.

Während der Berufsausbildung, in der Alterstufe von etwa 16 bis 24 Jahren, treten neben jetzt stärker geforderten berufsbezogenen Lese- und Rechtschreibkompetenzen zusätzliche berufsbezogene Lesekompetenzanforderungen im Umgang mit Tabellenwerken, graphischen Darstellungen und Technischen Zeichnungen hinzu. Hierbei geht es einerseits um das Leseverständnis auf Grund bestimmter Fragen zur Anwendung von Tabellen und Graphiken, andererseits aber auch um die Anfertigung von aussagegenauen Zeichnungen und Skizzen.

Während es in der neuesten Literatur inzwischen vereinzelt Konzepte zur berufsbezogenen Lese- und Rechtschreibförderung in der Berufsausbildung und im Arbeitsleben gibt, wird der Aspekt des Leseverständnisses von über die Texte hinausgehenden kommunikationsbezogenen Inhalten nur in ersten Ansätzen punktuell beachtet und erforscht. In dem geplanten Paper sollen deshalb erste diagnostische Ansätze zur Förderung dieses spezifischen Leseverständnisses

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vorgestellt werden, die sich auf Auszubildende in den Berufen für Menschen mit Lernbehinderungen beziehen und die die Berufsfelder Metalltechnik sowie Ernährung und Hauswirtschaft betreffen. Die Untersuchungen finden statt im Rahmen eines vom Bundesministerium für Bildung und Forschung (BMBF) unterstützten Forschungs- und Entwicklungsprojektes, welches im Rahmen eines Verbundvorhabens zwischen der TU Dortmund und dem CJD Dortmund, wo über 250 junge Menschen mit Behinderungen eine Berufsausbildung durchlaufen, realisiert wird.

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PLUVINAGE, Patricia France DAUGUET, Laurence France

Présentation d’un outil logiciel multilingue pour la lecture : Idéographix Presentation of a multilingual software for the reading : Idéographix

PIRIOU, Michel France

IDÉOGRAPHIX est un logiciel de lecture créé par l’AFL. Il bénéficie

DECHAMPS, Alain

des avancées technologiques liées à l’informatique, des avancées

France

scientifiques et pédagogiques liées aux recherches menées par l’AFL et l’Institut National de Recherche Pédagogique (INRP) sur l’apprentissage de la lecture. Il s’agit d’un ensemble de logiciels intégrés destinés à faciliter l’enseignement de la langue écrite à travers l’apprentissage de la lecture et de l’écriture. Il comporte une version multilangues (anglais, espagnol, français, italien, portugais). Il est composé de deux parties : Le bureau de lecture a été conçu comme un logiciel professionnel pour les enseignants. Il se présente sous la forme d’un traitement de texte avec de nombreux outils complémentaires. Ils permettent d’une part la préparation des leçons et d’autre part la création d’exercices de lecture adaptés aux textes travaillés et au niveau des élèves. En effet, il permet de créer plus de soixante exercices autour de trois unités significatives : le texte, la phrase et le mot. Ces exercices pourront soit être imprimés soit être utilisés en autonomie par les élèves dans la deuxième partie du logiciel.

L’exerciseur : il permet à l’élève de s’entrainer en autonomie sur les exercices qui ont été créés par l’enseignant. En cas de besoin des aides sont à sa disposition afin de réussir seul ce qu’il a réussit pendant la leçon avec les autres élèves. Les résultats individuels et collectifs des élèves sont enregistrés et accessibles pour l’enseignant.

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IDÉOGRAPHIX is a reading software created by the French Reading Association (AFL). It benefits from the technological leads in computer, of scientific and pedagogical leads due to the research carried out by AFL and INRP (Institut National de Recherche Pédagogique / National institute for teaching research) about the learning to read. It is based on a group of integrated softwares intend for making easier the teaching of written language through the learning to read and write. It involves a multilingual version (English, Spanish, French, Italian and Portuguese). It is composed by two modules: The “reading office” which has been created as a professional software for teachers. It looks like a tool which offers to open, edit or save texts with a lot of complementary tools. These allow in one hand the preparation of lessons and on the other hand the creation of exercises of reading fitted to the texts worked and to the level of pupils. In fact, it permitts to create more than sixty exercises on three meaning units: text, sentence and word. These exercises are printable or can be used by pupils in complete independence in the second part of the software.

The “exerciser”: it allows the pupil to train himself in complete independence on the exercises which have been created by the teacher in the reading office. If necessary, assistance is available in

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order to succeed alone on what he has succeeded during the lesson with the others pupils. The individual and collective results files of pupils are saved and accessible to the teacher.

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POLYZON, Stamoulia-Agapi Greece

Engaging children with libraries by designing and conducting library museumpedagogic educational programs For many decades, many museums are working hardly in carrying out educational programs for children and adults in their premises. And they did well. Until now, they have raised a) an enormous audience of art lovers and art supporters, b) awareness about the importance of art in our clay lives.

Having in mind the museum’s –as an institution– rise from the obscurity, thanks to the effort of many experts (art historians, archeologists, gallerists, educators, museum-pedagogues, exhibition editors, etc.) we started to think of the Library’s –as institution– perspective, towards the aim of raising peoples interest in reading and in life-long learning.

Libraries are numerous times more than museums, thus they haven’t yet managed to capture people’s diachronic and not just “seasonal” (e.g. in times of studying) interest. By considering the efforts, the obstacles, the experience of people who have dealt with the issue of bringing and keeping audiences in museums, we realize that the effectuation of such a vision needs passionate people and passionate work. Can libraries alter this balance and try to keep or gain peoples interest for life? If museums did it, why can’t we?

In this paper we are suggesting ways of using the library with children visiting its premises not just a) for the common reasons (reading or for seeking information), b) by using tours and information literacy educational programs but as a place where the materials and even library space can be used differently, unexpectedly, for learning and fun as well.

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What Principals know about reading matters

PRICE, Debra USA ROBBINS, Mary

Effective reading program research shows that the role of the principal is critical to student achievement (Fullan & Miles, 1992; Hoffman & Rutherford, 1984; Purkey & Smith, 1983). With an emphasis in more recent years on reforms in reading instruction, researchers have examined characteristics of those schools that successfully implemented literacy reforms and, again, found the role of the principal to be critical (Mosenthal, Lipson, Torncello, Russ, & Mekkelson, 2004; Taylor, Pearson, Clark, & Walpole, 2000).

The principal’s knowledge of, or expertise in, reading is paramount to

USA EDMONDSON, Stacey USA BREEN, Len USA COX, Donna USA LANE, Mae USA

effective reading programs and literacy reforms. In addition to an in depth knowledge of reading it also appears that how principals view reading’s role and importance in the total school program matters as well. A study by Burch and Spillane (2003) found that what leaders do in their schools to improve instruction depends, at least in part, on what the principal’s views are of the particular subject matter.

In this pilot study, 12 primary and middle grade principals and assistant principals were administered a 25 question assessment of reading process and sound literacy instructional practices. Afterward they participated in a book club experience, (What Really Matters for Struggling Readers: Designing Research Based Programs, Allington) conducted on line, and facilitated by one of the principal researchers.

The assessment was readministered and the participants answered follow up questions that lead us to conclude that a book club experience can lead to more effective and knowledgable school leaders.

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PUKSAND, Helin Estonia

Leisure time and adolescentsâ&#x20AC;&#x2122; reading habits In recent years an increasing number of teachers and parents have noted that adolescents read less than they did before. Parents see that young people spend more and more of their leisure time sitting at the computer and donâ&#x20AC;&#x2122;t seem to read at all. Teachers have also noticed that adolescents have widespread problems with comprehending more challenging material. There was a need to investigate whether Estonian adolescents read so little or they prefer to read different texts than adults expect them to. To increase adolescentsâ&#x20AC;&#x2122; interest in reading we must know how they spend their leisure time and whether they read in their leisure time. If it is proved that they spend a lot of time reading, teachers will be able to modify their instruction. This presentation represents the results of the research on how Estonian adolescents spend their leisure time, what they prefer to read and what kind of readers they are.

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Dialogical diagnostics of reading and orthographic development in illiterate young people and adults: concepts, methods and materials for the assessment and observation of their skills and development.

RACKWITZ, Rüdiger-Philipp Germany

According to estimates in Germany about four million adolescents and adults with German as their first language are considered to be functionally illiterate. Approximately 20,000 of them are currently attending courses at adult education centres to learn reading and writing. The skills and competences of the participants of such courses usually vary a lot. Consequently, their teachers must not only be able to arrange differentiated learning situations and to offer a rich variety of learning materials, which meet the individual skills and competences. To do so, they must also be able to assess the individual reading and writing competences of each student and to interpret them in order to find out how to stimulate and support their further development. Such a diagnosis can be efficient only, if the learners are given the opportunity to express their own views on the progress of their performance and on the adequacy of their learning and development opportunities.

The aim of the joint research project PROFESS (www.profess-projekt. de), funded by the German Federal Ministry of Education and Research, is to develop and evaluate a Master Study Programme “Alphabetisation and Basic Education” for the education and training of teachers and counsellors of adolescent and adult illiterates. Within the project a group of researchers at the University of Siegen and the University of Education in Schwäbisch Gmünd is developing and evaluating concepts, methods and materials for dialogue-based diagnostics of reading and orthographic development as well as a training module preparing for their professional use for the Master Study Programme, which will be presented and explained within the poster presentation.

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RACKWITZ, Rüdiger-Philipp Germany

Standardisierte Testverfahren im Schriftspracherwerb: Kriterien zur Einschätzung ihrer Möglichkeiten und Grenzen als diagnostisches Instrument in der Förderdiagnostik.

Standardized tests in the acquisition of reading and spelling: criteria to assess their possibilities and limitations as a diagnostic(al) instrument of reading and orthographic development.

Diagnose und individuelle Förderung sind - nicht nur in Deutschland - die bildungspolitischen Schlagworte nach PISA. Entsprechend groß ist sowohl das Interesse als auch das Angebot an Verfahren zur Erhebung von Lese- und Rechtschreibkompetenzen. Zahlreiche standardisierte und normierte Testverfahren versprechen individuelle Lern- und Leistungsstände im Lesen und Schreiben objektiv, reliabel und valide zu messen, um auf Basis der Ergebnisse individuell zugeschnittene Förderangebote entwickeln zu können.

Während Kritiker davor warnen, das dies zu einem „teaching to the test“ führen kann, werden zunehmend softwaregestützte Testverfahren entwickelt, die es ermöglichen, Erhebungen bestimmter Kompetenzen zeitsparend per Computer durchführen und auswerten zu lassen. Nicht selten werden im Anschluss an die Auswertung Förderempfehlungen ausgesprochen bzw. Übungsblätter zum Ausdrucken oder Übungsprogramme am Computer angeboten.

Im Rahmen eines Forschungsprojekts zur Entwicklung und Evaluation förderdiagnostischer Verfahren und Materialen für die

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Alphabetisierung von Jugendlichen und Erwachsenen wurde in Form einer Inspektionsevaluation untersucht, ob verschiedene für den deutschsprachigen Raum entwickelte standardisierte Testverfahren sowohl testtheoretische als auch fachdidaktische Anforderungen erfüllen und wo deren Möglichkeiten und Grenzen als diagnostisches Instrument in der Förderdiagnostik des Schriftspracherwerbs liegen.

Dazu wurde ein Kriterienkatalog entwickelt, der in dem Vortrag anhand von Beispielen und Ergebnissen aus der Untersuchung erläutert wird.

Darüber hinaus soll der Frage nachgegangen werden, welche Rolle standardisierte Testverfahren in der Förderdiagnose generell spielen können.

Diagnosis and individual support is the education policy after PISA - not only in Germany. Therefore the interest as well as the range of methods to assess the individual skills and competences of reading and spelling is very high. Numerous standardized tests promise to measure individual levels of reading and spelling performance objectively, reliably and validly to develop individual support programmes on the basis of those results.

While critics bring forward that this may lead increasingly to an education and learning of “teaching to the test”, more and more computer-based tests are being designed which allow to analyze and assess certain skills in a time saving way. Quite often they are followed by recommendations for support in specific fields together with materials like printable ready-to-use worksheets or training programmes at the computer.

As part of a research project to develop and evaluate methods and

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materials for diagnostics of reading and orthographic development in the field of alphabetisation of adolescent and adult (functional)

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illiterates, several German tests for reading and spelling were analyzed and evaluated. In doing so the focus was put on whether they meet the standards of test construction, the requirements of didactics of reading and spelling as well as on their possibilities and limitations as an instrument to find out how to stimulate and support the further development of the individual student. For that purpose a set of criteria was compiled to assess standardized tests which will be discussed in the presentation together with various examples and results of the evaluation, as well as the question which role those tests can play in a concept of individual diagnosis and support in general.

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Whole school reform for improving reading and writing instruction in urban U.S. schools

RAPHAEL, Taffy USA

This presentation describes: (a) the Standards-Based Change (SBC) Process (Au, 2005), a whole-school reform effort to build capacity at the school level to improve students’ reading achievement and ensure continuity of change, and (b) the construction of a developmental model for school change. The research, conducted in the United States, focuses on the processes by which schools become successful (e.g., Taylor et al., 2005; Timperley & Parr, 2007). The three-phase research process used methods of the design experiment methods to construct a developmental model that can both explain and guide school progress – or lack thereof – on the road to reform. The model provides a series of developmental benchmarks that assist in evaluating the impact of using the SBC Process on school infrastructure, quality classroom practices, and students’ engagement and achievement in literacy practices. Phase I involved creating and piloting the SBC Process in the 10th largest district in the U.S., identifying its core components (Au, Hirata, & Raphael, 2005) and constructing an initial iteration of a model of school change (Au, 2005). Phase II focused on scaling the SBC Process to the 3rd largest district, with extensive documentation of its implementation that allowed us to test both the process and Kathy’s first iteration of the change model.

Phase III of the research brought together the experiences in both sites to form the more explicit SBC developmental model and fine-tune the SBC Process as it was enacted in new schools in both districts (Raphael e tal., in press).

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REED, Ann USA DRYDEN, Lisa USA

Effective literacy practices for teachers in a global society: research based scaffolding strategies to support students on their journey as readers and writers This workshop begins with an overview of a body of research identifying effective instructional practices that enables students to become confident and competent readers and writers. The research demonstrates the need for instructional strategies that are explicit and meaningful to the students. Teachers are charged to present learners, many for whom their first language is not that of the schoolâ&#x20AC;&#x2122;s, with tools that will enable them to both comprehend and enhance their reading and writing.

In this workshop, the presenters suggest ways in which the challenge of enabling learners to develop the language of the mainstream curriculum may be met by implementing a wide variety of procedures.

The strategies presented draw on the aforementioned research base.

Participants will be provided with the opportunity to engage in explicit instructional procedures for the development of reading and writing. Pedagogical strategies to be proposed include: Open-Mind Portraits, Re-quest, Shared Pen, Cubing, Chain Writing, Stretch-ItOut, Literary Sociograms and Predictable Charts.

Resources and instructional materials will include international childrenâ&#x20AC;&#x2122;s literature, environmental print, environmental pictures and other manipulatives.

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A Computer based reading tutor for young English language learners: Recent research on proficiency gains and affective response

REEDER, Ken Canada SHAPIRO, Jon Canada

The Reading Tutor program uses advanced speech recognition technology that listens to oral reading and provides context-sensitive

WAKEFIELD, Jane Canada

help when readers experience difficulty with text.

Part 1: Video demonstration of the program and review of previous research on The Reading Tutor with native English speaking children.

Part 2: Findings of three years of research with young English language learners from a range of heritage languages and language proficiency levels. We report reading gains for specific groups, and compare gains in reading for young EAL learners with The Reading Tutor while receiving EAL support with their gains in reading while they were receiving regular classroom instruction with EAL support.

A crossover research design allowed us to attribute gains in fluency and comprehension to the use of this technology.

Part 3: A review of earlier findings of childrenâ&#x20AC;&#x2122;s positive attitudes toward the experience of using speech recognition technology (author references) and a report of qualitative analyses of semistructured interviews of participants before and after each phase of the crossover study. These analyses allowed us to demonstrate longitudinal change in attitudes toward reading and in learnersâ&#x20AC;&#x2122; views of themselves as readers.

Part 4: Open discussion of findings in the light of current debates about relationships between reading fluency and comprehension (Fuchs et al, 2001; Rasinski, 2004; Rasinski, et al., 2006), the place of the affective dimension in literacy processes and development (Dougherty-Stall, et al., 2006; Clark, et al., 2008), and the role of advanced technology in promoting reading development of young second language learners.

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REULIER, Jocelyn France

Le rôle des interactions et de la metacognition dans le developpement de la comprehension de lecture a la fin du primaire Notre recherche doctorale prend son ancrage d’une part, dans l’analyse comparée des Instructions Officielles de La France et du Québec, d’autre part, dans des constats effectués par des évaluations internationales sur les compétences des élèves de fin de primaire en lecture, et enfin, dans des modèles d’enseignementapprentissage de la compréhension en lecture validés notamment par des chercheurs nord-américains et français. Elle s’intéresse tout particulièrement aux aspects métacognitifs relatifs aux difficultés de compréhension de lecture et se réfèrent au modèle de l’enseignement réciproque proposé par Palincsar et Brown (1984) dont la validité en regard de l’amélioration de la compréhension en lecture des élèves en difficulté est reconnue. Néanmoins, même si ces études ont permis de révéler que les interactions entre pairs portant sur des stratégies métacognitives permettaient aux élèves en difficulté de progresser, elles visaient principalement à déterminer la validité du modèle sans pour autant apporter des éléments de compréhension sur la nature des interactions dans le développement de la métacognition. L’inédit de notre recherche repose sur l’élaboration d’un dispositif plus adapté aux réalités de classe et centré sur les stratégies métacognitives puis permettra d’acquérir une meilleure compréhension de l’articulation entre les interactions sociales entre pairs, la métacognition et l’accès au sens de l’écrit d’élèves initialement reconnus en difficulté de compréhension. La question de recherche est la suivante : en quoi les interactions entre pairs permettent de développer la métacognition et font progresser l’élève initialement en difficulté de lecture? Du fait des concepts mentionnés ci-avant, le cadre épistémologique est l’approche socioconstructiviste.

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16TH EUROPEAN CONFERENCE ON READING

The basis of our doctoral research consists of three parts: first, a comparative analysis of official curricula in France and Quebec; secondly, a comparison of international literacy test scores at the elementary school level; and finally, an examination of teacherlearner models of reading comprehension commonly used by researchers in North America and France. In particular, we are interested in analysing the relationships between metacognition and difficulties in reading comprehension. Our research refers to the reciprocal teaching model put forth by Palincsar and Brown (1984), which has shown to improve reading comprehension among students with difficulties. The modelâ&#x20AC;&#x2122;s findings, however, do not shed light on the nature of peer interactions in the development of meta-cognition. Our contribution, therefore, focuses on the interconnections between social interaction among peers, meta-cognition, and progress in the understanding of written language. Fundamentally, our research question is as follows: How do peer interactions foster the development of meta-cognition and consequent improvement in reading comprehension?

Based on the concepts mentioned above, we use the socio-constructivist approach as our epistemological frame of reference.

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RUJAS PASCUAL, Irene España

Modos de acceso a la literatura en contextos informales urbanos

CUEVAS, Isabel España

Numerosos estudios han analizado la narración de historias en forma

CASLA, Marta

de cuentos, especialmente en contextos escolares y/o familiares. Sin

España

embargo, los eventos literarios que acontecen en las ciudades como

GONZÁLEZ-LAMAS, Jara

por ejemplo los cuentacuentos, no han recibido tanta atención. El

España

objetivo general de este trabajo es conocer el acceso a la literatura en contextos informales y urbanos. El propósito concreto es analizar el modo en que la participación en estos eventos contribuye a la socialización literaria. Además, nos interesan las estrategias que un narrador despliega durante las narraciones para hacer más o menos accesible el contacto con los protagonistas de las historias.

Para ello examinamos la interacción y la participación de narradores y audiencia durante sesiones de cuentacuentos en dos contextos privilegiados: 1) un maratón de cuentacuentos realizado en una biblioteca pública de la ciudad de Madrid. Los niños y sus familias relatan historias de manera individual o compartida, y 2) Situaciones en las que los cuentacuentos profesionales recurren a la participación de uno o dos niños para relatar su historia. En este caso, las sesiones de cuentacuentos proceden de dos contextos informales urbanos: una biblioteca pública y una librería infantil.

Los resultados muestran distintas estrategias de interacción y participación, y cómo éstas suponen distintas oportunidades para acceder al mundo literario en la infancia. Se discute la importancia de tener en cuenta contextos informales que vayan más allá de la lectura de cuentos en el hogar. También se discuten modos de acceso a la literatura complementarios al entorno escolar.

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16TH EUROPEAN CONFERENCE ON READING

Teaching Portuguese for the development of transversal competences

SĂ , Cristina Manuela Portugal

Modern education emphasizes the importance of developing competences essential to life in an ever changing society.

Teaching the mother tongue contributes to the development of transversal competences, which play a primordial role in success at school and in social and professional contexts.

Reading and writing are included in this set of competences.

Otherwise, one must recognize that the teaching of all the other subjects may contribute to a better performance in reading and writing, because all the verbal intercourse between teachers and pupils takes place in the mother tongue. So, teachers of all the other subjects should recognize this role and act according to it for the benefit of their pupils.

Thus, we conducted a series of studies leading to the presentation of PhD and Master dissertations and centred in the analysis of the principal features of this issue.

Some of them concern the conceptions of the actors involved in the process (teachers, pupils, people in charge in the schools, supervisors, teacher trainees). Others deal with the analysis of instruments devoted to the transversal approach of the teaching of mother tongue. Some of them are focused on the design and assessment of classroom practices leading to a new kind of curricular management contributing to an effective development of transversal competences while learning the mother tongue.

These studies (and others still taking place) produced some tips to strengthen the contribution of school for a better preparation for life.

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SABLJAK, Ljiljana

The right to literacy and knowledge in Croatia

Croatia GABRIEL, Dunja Marija

Nowadays librarians have the challenge of reaching out to serve all

Croatia

people in their community and make libraries socially inclusive to those who have difficulty in reading and understanding written text.

Reading problems are usually caused by insufficient education but also by handicap, intellectual disability, dyslexia or other factors such as unemployment, high crime, or family breakdown.

In terms of making indispensable presumption for full membership in European Union and transformation of Croatia into economicaly successful and democratic society, the need for sistematic solving of the problems of national strategy for library services to persons with special needs and disabilities has been perceived.

Proposal for development of national strategy for library services to persons with special needs and disabilities in Croatia should become part of National strategy of equalization of possibilities for persons with disabilities from the year 2007 till the year 2015. This National strategy should promote library system and improve the quality of services for users in school and public libraries and young offenders institutions and penal institutions in Croatia.

Libraries, as holders of the national development strategy and the cultural traditions preservation, at national, regional and local level, by the reading stimulation projects are getting involved into cultural exchange, european and world politics of cooperation in transformation, computerization and globalization.

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Raconte-moi une histoire Share a story – family literacy

SALZMANN, Therese Switzerland

Le projet lancé par l’Institut Suisse Jeunesse et Médias ouvre le monde du livre aux enfants issus de la migration et à leurs parents. Il favorise l’acquisition de la langue maternelle comme de l’allemand.

L’aptitude à la lecture d’un élève est largement function du contexte social de ses parents. Les enfants issus de la migration et dont les parents n’ont pas eu accès à la formation sont davantage en proie à des difficultés linguistiques.

Acquérir un bon niveau dans sa langues maternelle est bénéfique pour le développement émotionnel, intellectual et linguistique de l’enfant, comme pour son identité culturelle. Des etudes le confirment d’ailleurs: mieux l’enfant aura appris à exprimer ses pensées, ses opinions et ses emotions dans sa langue maternelle, plus l’acquisition d’une deuxième langue lui sera aisée. Sans compter que, si les parents considèrent le plurilinguisme comme une richesse, ils gagneront en assurance, ce qui se répercutera positivement sur leur integration.

C’est précisément là qu’intervient ce projet: Dans des maisons de quartier ou des bibliothèques, les animatrices racontent des histoires, jouent, bricolent avec les enfants dans leur langue maternelle, tout en impliquant les parents. Parents et enfants y découvriront des livres d’images, qu’ils pourront feuilleter à volonté. Les animatrices proposeront aussi aux parents des livres d’images appropriés qu’ils seront invites à lire à la maison.

Ces animations sont proposées en libre accès, une fois par semaine ou deux fois par mois, par des médiatrices culturelles formées par l’Institut suisse Jeunesse et Médias.

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The project aims at : raising awareness of the role of the parents in their child’s learning development; encouraging parents to introduce books to their children and to read to them in their first language; providing books and access to books in the family’s first language and in German; strengthening the positive perception for the family’s first language.

The target group are immigrant families with low educational background with 2-5 year-old children who do not use other available offers or opportunities. Three models are used for reaching the families. The families speak Albanian, Arabic, Kurdish, Portuguese, Serbian, Spanish, Tamil, Turkish.

Conclusions from the pilot project lasting from September 2006 to August 2008 are: i) early literacy promoters can act independently and reach target groups through effective networking and high personal commitment; ii) early literacy promotion is possible by getting in touch with the families before children start school To be considered in further project development: i) early literacy promoters should be supported in their activities; ii) there should be a stronger focus on parents (the goal should be ‘empowerment’ of parents instead of ‘raising awareness’); iii) there should be an increased promotion of parent-child communication

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16TH EUROPEAN CONFERENCE ON READING

L2 learners and their strategic reading behaviour

Ĺ AMO, Renata Croatia

The paper is based on the research into L2 reading strategies as its aim was to identify the main differences between L2 learners, this time seen as good or poor L2 readers, with a special emphasis on the strategic behaviour of the less accomplished ones. The data was collected in a group of Croatian teenagers - EFL learners, who were first administered tests that investigated their L2 proficiency. Afterwards, 3 different cloze-tests were administered and the participants were asked to verbalise their thoughts while doing the task. They were finally interviewed, so that the entire cloze-test, think-aloud and interview procedure resulted in 111 verbal protocols. These were transcribed, coded and analysed qualitatively and quantitatively.

The results showed that good L2 learners had achieved significantly better results for their cloze-performance than poor L2 learners, to be further identified as good and poor L2 readers. This supports the idea of high-level L2 language proficiency as being an important pre-requisite of successful L2 reading comprehension. In terms of the reading strategy use, good L2 readers used a significantly greater number of strategies than poor L2 readers and their range of strategies was also wider. The author here points out the problems with which poor L2 readers faced and the ways in which they tried to solve them, providing their reading profile and suggesting some guidelines on how to help them become more competent in L2 reading and raise their awareness of reading as a process in general.

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SANTOS, Leonor Portugal

“Vamos ler e ver se apanhamos alguma coisa?” – Reflexões em torno da literacia plurilingue de aprendentes escolares portugueses “Let’s read and see if we catch anything?”

– Reflections on Portuguese secondary level students’ multilingual literacy A leitura, enquanto porta de acesso ao sentido de um texto, é um processo complexo pela diversidade de operações, estratégias e competências que requer da parte do leitor com vista à compreensão. É, também, um processo transversal às várias línguas presentes, nomeadamente, no currículo escolar e, por isso, pode envolver ainda actividades de tradução. Assim, e tendo em conta a omnipresença da leitura nas aulas de língua, materna ou estrangeira, interrogámonos sobre que concepções e práticas de leitura são desenvolvidas por aprendentes escolares portugueses ao longo do seu percurso escolar e que papel estas desempenham no desenvolvimento de uma literacia plurilingue.

Para responder a esta questão, daremos conta, na primeira parte desta apresentação, de um Projecto Plurilingue que foi implementado junto de uma turma do Ensino Secundário português, centrando a nossa atenção nos processos de leitura e compreensão desenvolvidos pelos alunos quando confrontados com textos em diferentes línguas, algumas das quais não integrantes do currículo.

Na segunda parte da apresentação, procuraremos clarificar o nosso entendimento da noção de “literacia (multi- ou) plurilingue” e o seu potencial impacto na definição de objectivos para a educação em línguas actual.

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16TH EUROPEAN CONFERENCE ON READING

Concluiremos intersectando as conclusões decorrentes das duas partes da apresentação e reflectindo sobre o contributo de uma abordagem didáctica que se socorre da integração curricular de actividades de leitura em diferentes línguas para o desenvolvimento da literacia plurilingue dos sujeitos.

Reading, as an access door to the meaning of a text, is a complex process that requires, from the reader, the activation of multiple skills, strategies and competences in order to achieve understanding.

Reading is, also, a transversal process, present in the different language subject courses of the curriculum, thus requiring also, sometimes, translation. Due to the omnipresence of reading in the language classrooms, either from mother tongue or foreign language, we asked ourselves what conceptions and practices of reading are developed by Portuguese learners throughout their school life experience and what role is played by these processes in the development of a plurilingual literacy.

In order to answer this question, in the first part of this presentation we will describe a Plurilingual Project that was implemented in a Portuguese Secondary level language classroom, focusing on the reading and comprehension processes developed by the learners when confronted with texts in different languages, some of which didn’t integrate the curriculum.

In the second part of this presentation, we will attempt to clarify our understanding of the concept of “(multi- or) plurilingual literacy” and its potential impact on the definition of today’s language education aims.

We will conclude by intersecting the conclusions derived from the

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two previous parts and, consequently, by reflecting on the contribution of a didactical approach that serves itself of the curricular integration of reading activities in different languages to the development of subjects’ plurilingual literacy.

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SELIN, Ann-Sofie Finland

IDEC 30 years â&#x20AC;&#x201C; from visions to future in Literacy Europe IDEC, the International Development in Europe Committee of the International Reading Association celebrates 30 years of accomplishments. From six founding members to 32+ member associations and a fellow organisation FELA, Federation of European Literacy Associations, IDEC has developed through the persistence of dedicated literacy professionals.

The session will revisit visions for the future of IDEC from the 80â&#x20AC;&#x2122;s Ulla-Britt Persson (Sweden) and Greg Brooks (United Kingdom), past IDEC chairpersons. The second part will include a dialogue of the complementary roles of IDEC and FELA - Meeli Pandis IDEC chairelect (Estonia) and Gerry Shiel FELA chairperson (Ireland). Thirdly the participants will be invited to a discussion with past and present IDEC leaders.

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16TH EUROPEAN CONFERENCE ON READING

Between the ideal and the real: reading activities in English course books in the Brazilian educational context

SILVA, Luciana de Oliveira Brazil AUGUSTO, Rita de Cássia Brazil

Learning to read means learning to bring meaning to a text in order to get meaning from it. Carrell (1988) asserts that the reader interacts with the written text trough two different processes: the bottom up process which underlies the decodification of the linguistics units, and the top down process, that is, the activation or predictions about the text based on the reader’s world’s knowledge. As far as second language acquisition is concerned, researchers have provided evidences that a language is not acquired through isolated structures. Second language learning can be seen as a complex process with many factors acting and interacting. Research has shown that genres which are related to the learner’s life help in this acquisition process (Paiva, 2005). Genres can be a way of triggering learning since the learner will experience language in its different registers and styles.

From this perspective, we aim to analyze six course books and investigate how activities involving text genre are handled in English course books in the Brazilian educational context and to what extent the activities allow students to build meaning through the different genres as well.

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SILVA, Mª Encarnação Portugal

À roda dos livros Around the books

SOUSA, Otília Portugal

O grande valor da sociedade actual é o conhecimento, para aceder ao

GONÇALVES, Carolina

conhecimento é preciso ser cada vez mais competente no domínio da

Portugal

leitura. Para que o indivíduo se torne um verdadeiro leitor, não basta ser um leitor competente, é preciso querer ler para que a leitura se torne num comportamento voluntário e habitual. Para se ser um leitor, é preciso que a escola proporcione situações gratificantes de contacto com os livros e a leitura. Para um ensino eficaz da leitura, a escola deve divulgar materiais de leitura de excelência.

Esta comunicação pretende apresentar o resultado de um estudo exploratório realizado junto de 10 professores do 1º Ciclo do Ensino Básico sobre estratégias promotoras da leitura, antes, durante e depois do acto de ler.

A partir da aplicação de inquéritos aos professores, fez-se o levantamento de estratégias utilizadas em sala de aula e, a partir dos resultados, identificaram-se áreas prioritárias de intervenção e estabeleceu-se um plano de acção.

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16TH EUROPEAN CONFERENCE ON READING

The great value of current society is knowledge. To have access to knowledge itâ&#x20AC;&#x2122;s necessary to have good reading skills. For the individual to become a true reader it is not enough to be a competent reader: it is necessary to want to read so that reading can become a usual and voluntary behavior. It is necessary that school provides gratifying situations of contact with books and reading. For an efficient teaching of reading, school must spread reading materials of excellence.

This communication intends to present the result of an exploratory study about strategies, before, during and after the act of reading. It was carried out with 10 teachers of the 1st Cycle of the Basic Teaching.

The application of these inquiries allowed listing the strategies used by teachers and, from the results, identifying priority areas of intervention and establishing a plan of action.

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SILVERS, Penny USA

Early multiliteracies: an expanded perspective This presentation will discuss insights from a qualitative research study focusing on an expanded view of literacy that includes the development of young childrenâ&#x20AC;&#x2122;s multiliteracies (conventional print, digital, visual, and critical literacy). The presenter/researcher will highlight how children create and negotiate multimodal learning experiences in the classroom while learning to read not only words but their world, and ways to facilitate authentic social contexts that engage young children in multiple literacies while exploring personal inquiries.

Multiliteracies can be described as social, multimodal, and critical.

Literacy practices are embedded in social and cultural experiences which provide a framework for observing and analyzing the emergence of multiliteracy awareness in the classroom and the multimodal relationships and expanded literacy experiences occurring beyond conventional reading and writing. Recognizing that literacy events involve the orchestration of various sign systems, the â&#x20AC;&#x153;new literaciesâ&#x20AC;? of the 21st century (Kress, 2003) require a broader view of literacy as children negotiate all the discourses in their lives.

The presenter will provide an overview of the dialogic, interactive, inquiry-focused experiences engaged in by first grade children and their teacher as they became multiliterate over the course of one year. She will show how critical, visual, digital and print multiliteracies can be integrated across the curriculum, and provide insight into how this kind of learning can lead to transformed practice, for the children and the teacher.

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16TH EUROPEAN CONFERENCE ON READING

SWLT: ten years of research and practice

SMETANNIKOVA, Natalia Russia

Ten years of research and practice in the project School Where Literacy Thrives provide us with pedagogical data to make some conclusions, which will be analyzed at the session.

The first ten at the school level are the following:

1. Only daily work with students on Reading & Writing (R&Wr) bring success, by which we mean that students read twice more, read more difficult books in a variety of genres and study better<i.e. get better marks & become more autonomous.

2. Little by little all teachers and not only of Language & Literature/ Reading include R&Wr tasks and strategies into their work.

3. Reading strategies become an integral part of the daily procedure: they are chosen in accordance with the aim, & procedure of the lesson, its material and the learning styles of students

4. Extra-curriculum programs are absolutely essential. They take twice more time than the time allocated for R & Wr across curriculum .Extra-curriculum programs last in the afternoons or during a week ( Literacy Week, The Week of Books) or throughout the school year (Shared reading of one book by all school and its presentation in various forms and modalities).

5. Reading groups with teachers are as important as the work with students as only reading adults build reading nations.

6. School library becomes the resource center and the heart of school.

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7. Reading-friendly environment changes the premises: you come across book shelves, newspaper stands, reading places.

8. Reading books is supported by reading from screen on computers and listening to books in classrooms, resource centers of school.

9. Psychological atmosphere in school changes: reading becomes first fashionable, then prestigious, and later it is taken as a norm.

10. You start feeling the first changes only after one year of work.

The character of work in the project explains why there are 3 categories of schools in the project:

• Schools where some individuals make attempts to try this or that strategy of change or development;

• Schools where some R& Wr programs are implemented;

• Schools which center their work on Reading & Writing, exemplary schools where literacy thrives.

During the session we also plan to discuss what works and what doesn’t work with schools.

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16TH EUROPEAN CONFERENCE ON READING

Subjective theories of teaching staffs about reading and writing difficulties Subjektive Theorien von Lehrpersonen über Lese- und Rechtschreibstörungen

SODOGÉ, Anke Switzerland GOGG, Karin Switzerland

We will present the results of our research project to “Prevention of Reading and Writing Difficulties”, which we have collected in the German-speaking part of Switzerland.

The starting point of our research is the fact that between 5 to 15 percent of all pupils in German-speaking countries have serious problems in learning to read and write (e.g. Klicpera, Gasteiger-Klicpera 1993, Brandeis 2006). This quite high number of pupils, who can not sufficiently learn to read and write, remain relatively constant, although for a long time big importance to reading and writing difficulties is attached from the science and the practice. Therefore numerous prevention and intervention concepts were developed.

However, there is little known about how far this knowledge has been adapted in the pedagogical school praxis. Our research results which are based on guided interviews and mail questionnaires show what kind of subject theories special-educational-trained teaching staffs have about the phenomenon of reading and writing difficulties, their knowledge and application of prevention and intervention concepts and their description of “best practice”.

Wir möchten die Ergebnisse unseres Forschungsprojekts zur Prävention von Lese-und Rechtschreibstörungen, welches wir in der deutschsprachigen Schweiz durchgeführt haben, vorstellen.

Ausgangspunkt unserer Forschung ist die Tatsache, dass zwischen 5 und 15% (u.a. Klicpera, Gasteiger-Klicpera 1993, Brandeis 2006) aller Schülerinnen und Schüler in deutschsprachigen Ländern gravierende Schwierigkeiten beim Lesen und Schreibenlernen haben. Diese relativ

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grosse Zahl von Schülerinnen und Schülern, die nicht ausreichend Lesen – und Schreiben lernen, bleibt relativ konstant, obwohl von Seiten der Wissenschaft und der Praxis den Lese- und Rechtschreibschwierigkeiten und ihren Konsequenzen seit längerem grosse Bedeutung beigemessen wird und dementsprechend zahlreiche Präventions- und Interventionskonzepte entwickelt wurden. Es gibt aber wenig Wissen darüber, inwiefern diese Erkenntnisse tatsächlich Eingang in die pädagogische Praxis in der Schule haben. Unsere im Rahmen von Leitfadeninterviews und einer Fragebogenerhebung gewonnen Forschungsergebnisse zeigen auf, welche subjektiven Theorien sonderpädagogische ausgebildete Lehrpersonen über das Phänomen LRS haben, welche Präventions- und Interventionskonzepte sie kennen und anwenden und was sie als „best practice“ beschreiben.

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EFLit education in the digital era: EFL undergraduates’ reading habits in retrospect (1998-2008)

SOUSA, Alcina Portugal

At a time when individuals are required competence in (Micklos 2001: 5) “new literacies” in a technological world (Ong 1993), this paper suggests a renewal and refreshing view on an ever-problem posing issue: reading literary texts intensively and extensively in English.

Indeed, research in the field has accounted for the role of reading literary texts to facilitate the encounter between mother tongue (L1) and foreign language (FL), thus enabling individuals to interact with broader communicative contexts in the global world. Now that the ever-developing technological era with distance learning, Internet, new anthologies and digitised archives, has gradually reshaped classroom / lecture settings, patterns of teaching, contexts of interaction and literacy practices: Have computers redefined English literacy? To what extent has the digital era changed present-day Humanities undergraduates’ reading preferences and habits in an EFL context? Do EFL undergraduates actually read literary texts in the digital medium, now that even more information on literary production is disseminated and retrieved in the electronic format?

This paper draws on evidence from an empirical study undertaken on Madeira Island, back in 1998-9, compared with data collected in 2008. Evidence from EFL learners’/undergraduates’ reading habits in a FL context sheds some light on the need to devise strategies to improve reading and research environments among Humanities undergraduates at university level. The process of interpretation of respondents’ output borrows from a cross-disciplinary framework (Traugott and Pratt 1980), in a postmodern paradigm of applied research to which Foucault (1972), Bakhtin ([1935] 1990) and Barthes (1977) have left their contribution, while resorting to corpus analysis (Biber et al. 1998, Sinclair 2004) and exploratory data (Woods et al. 1996).

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SPOR, Mary USA

Strategic reading: navigating through content texts

SCHNEIDER, Barbara Kane USA

For children to successfully progress through school, learning to read

POWELL MILES, Catherine

and comprehend expository (informational) text becomes imperative.

USA

Just as narrative literature has familiar structures, expository texts also have structures. Expository text structures are built around main ideas and details; and as these structures become more complex, comprehension becomes more difficult.

The movement from narrative to informational text can pose problems, particularly for marginal or below grade level readers since reading for content knowledge requires the use of different strategies than reading narrative text (Richardson, Morgan, & Fleener, 2008; Vacca & Vacca, 2007; Spor & Schneider; 1999, Spor, 2005). As children continue to progress through school, they often fall behind because of their abilities to read to learn. One misconception of early literacy policy is that all children who learn to read will be able to read to learn.

The systematic instruction of strategic reading is necessary to facilitate the navigation of students from narrative literature to informational texts and to develop their reading comprehension whether they are reading above, at, or below grade level. The role of strategic reading in the literacy development of students is supported by the research of Siebert and Draper, (2008); Pressley, (2000); Pearson and Dole (1987); Armbruster, Anderson, and Ostertag, (1987); Duffy and Roehler, (1989); and others.

This presentation will provide specific reading strategies that are designed to enhance comprehension before, during, and after reading content area text. Research that supports their application in the United States and in Ethiopia also will be discussed. Strategy-based instruction that reflects research-based best practices is critical to

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understanding in content area classrooms world wide.

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16TH EUROPEAN CONFERENCE ON READING

Children’s utilization of written language in meaningful situations: literacy events in role play contexts

STELLAKIS, Nektarios Greece KONDYLI, Marianna Greece

This paper examines the participation of preschool aged children (4,5 – 6 years old) in literacy events during “free choice” activities in various play corners in a kindergarten class.

Play, and especially role play, seems to be the most meaningful activity for children through which they are motivated to be engaged in authentic literacy events. It seems that only in these communicative contexts children’s reservoir of literacy knowledge becomes fully activated. Data collected through an ethnographic observational approach in a Greek kindergarten during a four week period empirically support the assumptions about the emergence of literacy as situated practice, and more specifically the interplay between literacy and role play. The communicative purposes of a context (scenario) enact children’s situated literacy practices and, therefore, enhance the socio-semiotic recourses of literacy events as a social dialogue.

Observation of children’s reading and writing in contexts initiated by them not only provides evidence of their knowledge about the symbolic nature of written language and of the purposes it is used for, but also illustrates the significance of pre-school education in the development of early literacy, by supporting children’s investigation and engagement with written language.

Finally, the recording of literacy events as an alternative way of evaluation of literacy development is discussed.

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STĘPNIEWSKA, Dominika Poland

Activity of Polish public libraries in favour of the local environment The object of this paper is to characterize public libraries in Poland.

Typical characteristics of their functioning, their collections, their readers will be presented here with the emphasis on their impact on the local environment. Nowadays, a library to a lesser extent performs its role of a traditional lending book institution, but more and more often it puts emphasis on cultural and educational activity. the examples of the activity aimed at promoting readership and unconventional forms of the library promotion, such as book clubs (dyskusyjny klub książki), week of the libraries (tydzień bibliotek), meeting with authors, exhibitions organised by libraries or educational activity, for example library lessons will be discussed in the paper.

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