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本研究では，物語の構成によって異なる状況モデル更新の数が，読み手の物語に対する移入度に影響するかどうか検討した。時間や空間，事象などが交互に提示され，状況モデルの更新の数が多い交互条件と，連続して提示され，更新の数が 1回である連続条件に分けて構成による影響に関して大学生を用いて実験した。状況モデルの更新は，読み手に心的負荷を与え，同時に認知的 藤を起こさせ，面白いという感情を喚起させる。つまり，交互条件のほうが連続条件よりも状況モデルの更新の数が多くなるため，より移入得点が高くなると考えられた。1要因 2水準（物語の構成：交互条件・連続条件）の実験の結果，交互条件のほうが連続条件よりも移入尺度得点が高く，本研究の仮説が支持された。よって，読み手は多くの更新を繰り返すことで興味が喚起され，物語の世界に入り込みやすくなったと考えられる。, In this paper, we investigated whether some updatings of situation models facilitate an evaluation for readers' interests in a narrative. The updating of situation models would make a reader to increase an extent of psychologically load and elicit cognitive conflicts, as a result, readers' interests in a story would be greater. So, we hypothesized that readers' interests in a narrative in the alternation condition that the updating time was several would be greater than in the continuity condition that it was one time. To test this, a1× 2（narrative structure; alternation condition/ continuity condition） within subjects factorial design was used. The score of Transportation Scale in the alternation condition was higher than that of in the continuity condition. We argued this result indicated the updating situation model facilitated the evaluation for readers' interests in a narrative from apoint of view to construct situation model for comprehension.

Tema je ovoga diplomskoga rada Istraživanje čitateljskih potreba i interesa učenika osnovne škole. Temeljni je cilj rada prikazati teorijski sadržaj o čitanju kao cjeloživotnoj aktivnosti i jezičnoj djelatnosti u nastavi hrvatskoga jezika, uključujući neke od najvažnijih čitateljskih elemenata poput književnog odgoja u obitelji, motivacije za čitanje, čitanja kao školske obveze i čitanja kao užitka te knjižnice kao važnog čimbenika u promicanju čitanja. Teorijski sadržaji poslužili su kao dobar temelj za istraživanje koje je provedeno na uzorku od 86 učenika sedmih i osmih razreda Osnovne škole Nikola Tesla u Rijeci. Rezultati su pokazali kako je utvrđivanje čitateljskih potreba i interesa učenika nužno radi unaprjeđivanja nastave hrvatskoga jezika i stvaranja trajne čitateljske publike, budući da učenici nemaju dovoljno razvijenu naviku čitanja., The topic of this master's thesis was The research of the readers' needs and the interests of elementary school students. The fundamental goal of this work was to present the theoretical content about reading as a lifelong activity and language activities in Croatian language classes, including some of the most important reading elements such as: literary education in families, motivation for reading, reading as an obligation in schools and reading for pleasure, as well as libraries as an important factor in promoting reading. The theoretical contents served as a good basis for the research conducted among 86 students of seventh and eighth classes of Elementary school Nikola Tesla in Rijeka. The results indicated that establishing the readers' needs and students' interest was necessary for improving Croatian language classes and establishing a permanent readers' public since students do not have the habit of reading developed enough.

El siguiente trabajo propone una estrategia didáctica para favorecer el desarrollo de la comprensión lectora en la asignatura de inglés mediante el uso de TIC. Ya que la lectura tiene una gran importancia y trascendencia para entender una cultura de forma práctica lo cual favorece el aprendizaje de un idioma, se detectó la necesidad de un recurso que pudiera ser utilizado para beneficiar el proceso lector de los estudiantes. Para ello se propone el uso de TIC ya que las herramientas colaborativas asociadas a los recursos tecnológicos usadas de manera estratégica, permiten a los estudiantes, mostrar mejores resultados en esta competencia. Resumen Introducción Capítulo 1. Planteamiento del problema 10 1.1. Antecedentes 10 1.2. Problema de investigación 12 1.3. Definición de objetivos 12 1.3.1. Objetivo general 12 1.3.2. Objetivos específicos 12 1.4. Limitaciones y delimitaciones 13 1.4.1. Limitaciones 13 1.4.2. Delimitaciones 13 Capítulo 2. Marco Teórico 15 2.1. Estado del arte 15 2.2. Recursos educativos digitales 17 2.2.1. Herramientas TIC 18 2.2.2. La Web 2.0 como recurso educativo 19 2.2.3. Selección de los medios 21 2.2.4. Criterios de evaluación de los medios 23 2.2.5. Selección de los medios para implementar la estrategia de lectura 25 Capítulo 3. Metodología 27 3.1. Método de investigación 27 3.2. Marco contextual 30 3.3. Población, participantes y selección de la muestra 30 3.4. Instrumentos de recolección de datos 31 3.5. Procedimiento en la aplicación de instrumentos 33 3.6. Conceptualización Diseño, Implementación y Evaluación del Ava 34 3.6.1. Contexto 34 3.6.2. Diseño Instruccional 36 3.6.3. Presentación de la formación en línea 37 3.6.4. Modalidad del curso 38 3.6.5. Rol del docente 38 3.6.6. Diseño didáctico 38 3.6.7. Concepto de lectura 51 3.6.8. La estrategia didáctica para la lectura en inglés 52 3.6.9. Diseño de la estrategia de lectura en inglés 54 3.6.10. Implementación y desarrollo de la formación 56 Capítulo 4. Análisis y discusión de resultados 58 4.1. Diálogo con los estudiantes 58 4.2. Cuestionario de diagnóstico 59 4.3. Resultados del test de lectura 66 4.4. Observación 66 4.5. Fichas de trabajo 70 4.6. Rúbrica de actividades 70 4.7. Rúbrica de herramientas de la Web 2.0 71 4.8. Evaluación de la estrategia 74 4.9. Autoevaluación y coevaluación 77 Capítulo 5. Conclusiones 78 5.1. Recomendaciones 80 Referencias 82 Maestría This paper proposes a teaching strategy to encourage the development of reading comprehension in students through the use of ICTs. Since reading has a great importance and significance to understand a culture in a practical way which favors the learning of a language, the need for a resource that could be used to benefit the reading process of students was detected. This investigation shows the use of ICT collaborative tools associated with technological resources used in a strategic way, allow to students to show better results in the skills of reading.

Straipsnyje analizuojami Lietuvos rusų diasporos skaitymo interesai. Asmenybės, ypač jaunesnio amžiaus vaiko, socializacijai didelę įtaką daro spauda. Vieni iš svarbiausių prioritetinių nacionalinės pedagogikos uždavinių yra šie: skaitymo poreikio ugdymas ir turinio plėtimas, skaitymo interesų kryptingumo siekimas, skaitymo kultūros tobulinimas. Tautinių mažumų jaunesnio amžiaus mokinių skaitymo tendencijų ir dinamikos bei specifinių faktorių veikiančių vaikų skaitybos interesų vystymąsi, tyrinėjimai atskleidžia kai kuriuos svarbius mokinių skaitybos aspektus bei pedagogo įtakos mokiniui naujas galimybes. The article is dedicated to the analysis of reading interests and preferences of the Russian population in Lithuania. The process of influence of press to the process of individual’s socialisation especially at the early stage causes no doubt. The main tasks of the national pedagogy are to cultivate the need for reading, expand the content of reading and direction of the readers’ interests as well as develop the culture of reading. Therefore, the study of tendencies and dynamics of reading of the schoolchildren of primary classes and revelation of specific factors that influence the development of the reading interests of children of national minorities give an opportunity to determine some important aspects of the schoolchildren’s reading behaviour and the opportunities to influence it.