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Abstract(s)
Esta dissertação relaciona-se com a didática da leitura, dada a importância capital que assume na vida dos indivíduos na sociedade atual. Ler é compreender e requer do leitor um papel ativo na construção do significado do texto. Os programas da disciplina de Português refletem estas preocupações dada a ênfase no domínio da leitura e no desenvolvimento de estratégias de leitura no Ensino Básico. Com este estudo pretende-se: 1) caraterizar a compreensão na leitura dos alunos em textos literários, ao iniciarem o 5.º ano de escolaridade; 2) melhorar a compreensão na leitura dos alunos do 5.º ano de escolaridade, em textos literários, através do ensino explícito de estratégias de leitura. Numa primeira fase, avaliamos o nível de desempenho dos alunos em tarefas de compreensão na leitura, através da aplicação de uma prova de leitura aos alunos que iniciam o 5.º ano de escolaridade. Numa segunda fase, implementamos uma intervenção didática em duas turmas do 5.º ano, destinada ao ensino explícito de estratégias de leitura visando a melhoria dos níveis de compreensão. Na terceira fase, avaliamos a modificação de comportamentos dos alunos relativamente ao desempenho em atividades de compreensão na leitura. Utilizamos a metodologia de investigação-ação. Na avaliação quantitativa dos efeitos da intervenção, consideramos os resultados dos alunos nas variáveis: compreensão literal, inferencial, crítica e reorganização. No tratamento estatístico, recorremos a testes não paramétricos. Os resultados mostram que após a intervenção se verificam ganhos em todos os domínios, ainda que no literal não sejam estatisticamente significativos. Estes resultados permitem-nos concluir que o ensino sistemático de estratégias de leitura desenvolve a compreensão nos domínios analisados e constitui uma alternativa metodológica para a educação literária.
This Master Thesis deals with issues related to teaching to read due to the fact that reading is a very important competence in modern societies. Reading means to understand and it requires the reader an active role in the construction of meaning. The Portuguese National Curriculum, especially in Programas de Português do Ensino Básico reflects these concerns and it emphasizes the importance of reading competences as well as the development of reading strategies in Basic Education. The aims of this research are: 1) characterize the reading comprehension abilities of students in literary texts, when they start 5 th grade; 2) improve their reading comprehension abilities through explicit teaching of reading strategies. On a first stage, it was diagnosed the level of our students‟ performance in reading comprehension tasks by applying a test to all the students who started 5th grade. On a second stage, we implemented a pedagogical-didactic intervention in two classes of 5th grade students based on the explicit teaching of reading strategies aiming to improve their level of reading skills. On the third and last stage, we evaluated the performance of students in reading comprehension tasks in order to assess the efficiency of our intervention. We chose action-research project where reflection is formed as a key point for change in building environments aimed at promoting literacy. In the quantitative analysis of the intervention effects, four variables were considered: literal comprehension, inferential comprehension, critical and reorganization. In the statistic analysis Wilcoxon tests were used. This research project shows encouraging results with substantial gains in all variables except in literal comprehension because the results are not statistically significant. These results suggest that a pedagogical practice which values a structured and systematic didactics on behalf of teaching reading strategies stimulates and develops the competences we have studied and it constitutes an alternative methodology for literary education.
This Master Thesis deals with issues related to teaching to read due to the fact that reading is a very important competence in modern societies. Reading means to understand and it requires the reader an active role in the construction of meaning. The Portuguese National Curriculum, especially in Programas de Português do Ensino Básico reflects these concerns and it emphasizes the importance of reading competences as well as the development of reading strategies in Basic Education. The aims of this research are: 1) characterize the reading comprehension abilities of students in literary texts, when they start 5 th grade; 2) improve their reading comprehension abilities through explicit teaching of reading strategies. On a first stage, it was diagnosed the level of our students‟ performance in reading comprehension tasks by applying a test to all the students who started 5th grade. On a second stage, we implemented a pedagogical-didactic intervention in two classes of 5th grade students based on the explicit teaching of reading strategies aiming to improve their level of reading skills. On the third and last stage, we evaluated the performance of students in reading comprehension tasks in order to assess the efficiency of our intervention. We chose action-research project where reflection is formed as a key point for change in building environments aimed at promoting literacy. In the quantitative analysis of the intervention effects, four variables were considered: literal comprehension, inferential comprehension, critical and reorganization. In the statistic analysis Wilcoxon tests were used. This research project shows encouraging results with substantial gains in all variables except in literal comprehension because the results are not statistically significant. These results suggest that a pedagogical practice which values a structured and systematic didactics on behalf of teaching reading strategies stimulates and develops the competences we have studied and it constitutes an alternative methodology for literary education.
Description
Keywords
Leitura literária Ensino da leitura Literacia Leitura Estratégias de leitura Teaching reading Literacy Reading Reading strategies Reading literature
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu