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Authors
Advisor(s)
Abstract(s)
Este trabalho visa contribuir para a compreensão das representações que os
pais e professores têm do ensino da leitura e do envolvimento parental no
desenvolvimento desta competência, unanimemente considerada como da maior
importância para o desenvolvimento, pessoal e social de todo o ser humano.
Sendo uma competência relevante para todos nós, por um lado, são vários os
estudos quer nacionais quer internacionais que referem dificuldades dos alunos
portugueses em compreensão na leitura e, por outro, são inúmeras as investigações
que concluíram que a criança, antes de se confrontar com o ensino formal da leitura,
desenvolveu já um conjunto de mecanismos e comportamentos favoráveis à leitura
emergente.
Deste modo, com o presente estudo pretendemos essencialmente: i) verificar o
que pensam os pais sobre o ensino da leitura desenvolvido na escola ii) verificar o seu
papel, enquanto mediadores do futuro aprendiz de leitor, como facilitadores do
desenvolvimento da leitura; iii) analisar as representações que os professores têm
sobre o envolvimento parental no desenvolvimento da leitura e a forma como
potenciam ou valorizam essa participação.
Com a prossecução dos objectivos anteriores, pretendemos analisar as
condições facilitadoras da aprendizagem da leitura e promover o desenvolvimento, nos
alunos, de um projecto pessoal de leitor.
Assim, as questões a que pretendemos dar resposta são: Cabendo à Escola o
papel primordial no ensino da leitura, será que o envolvimento da família é importante
para o desenvolvimento desta competência? Sendo importante o envolvimento
parental, será que quer os pais quer os professores estão conscientes dessa
importância e lhe dão a devida relevância na abordagem ao ensino da leitura?
O estudo que suporta o presente trabalho centra-se na elaboração e aplicação
de inquéritos por questionários, quer aos professores do Primeiro Ciclo do Ensino
Básico quer aos pais de alunos do 1.º e 2.ºanos de escolaridade de um Agrupamento
de Escolas do distrito de Viseu.
Na análise dos dados, optámos por uma abordagem com alguns itens de
avaliação qualitativa mas em que o cariz predominante é quantitativo, com posterior
análise estatística descritiva inferencial dos dados recolhidos.
Abstract This work aims to contribute to the understanding of representations that parents and teachers are teaching reading and parental involvement in developing this competence, universally regarded as of major importance for development, personal and social development of every human being. As a competence relevant to us all, on the one hand, several studies of national and international concern that students' difficulties in reading comprehension in Portuguese and, secondly, there are numerous investigations that concluded that the child before confronting the formal teaching of reading, has already developed a set of mechanisms and emergent behaviors will be learning of reading competence. Thus, the present study we intend to primarily: i) review the latest literature and systematize what these studies have concluded about the teaching of reading; ii) to verify what they think their parents about the teaching of reading done at school iii) check their role as mediators of the future apprentice reader, as facilitators of reading development, iv) analyze the representations that teachers have on parent involvement in reading development and how potentiate or value this participation. With the achievement of previous targets, we intend to analyze the conditions and facilitates learning to read, and explore the creation of a personal project of students in the reader. Thus, the issues that we intend to answer are: Fitting the School role in the teaching of reading, is the family involvement is important to develop this competence? Parental involvement is important, it will be whatever the parents want the teachers are aware of its importance and give due importance in the approach to teach reading? The study that supports this work focuses on developing and implementing surveys, questionnaires, or to elementary school teachers want parents of students in the 1st and 2nd grade of a Group of Schools in the district of Viseu. In data analysis, we chose an approach has several items for qualitative assessment but that the nature is predominantly quantitative, with descriptive statistical analysis of collected data.
Abstract This work aims to contribute to the understanding of representations that parents and teachers are teaching reading and parental involvement in developing this competence, universally regarded as of major importance for development, personal and social development of every human being. As a competence relevant to us all, on the one hand, several studies of national and international concern that students' difficulties in reading comprehension in Portuguese and, secondly, there are numerous investigations that concluded that the child before confronting the formal teaching of reading, has already developed a set of mechanisms and emergent behaviors will be learning of reading competence. Thus, the present study we intend to primarily: i) review the latest literature and systematize what these studies have concluded about the teaching of reading; ii) to verify what they think their parents about the teaching of reading done at school iii) check their role as mediators of the future apprentice reader, as facilitators of reading development, iv) analyze the representations that teachers have on parent involvement in reading development and how potentiate or value this participation. With the achievement of previous targets, we intend to analyze the conditions and facilitates learning to read, and explore the creation of a personal project of students in the reader. Thus, the issues that we intend to answer are: Fitting the School role in the teaching of reading, is the family involvement is important to develop this competence? Parental involvement is important, it will be whatever the parents want the teachers are aware of its importance and give due importance in the approach to teach reading? The study that supports this work focuses on developing and implementing surveys, questionnaires, or to elementary school teachers want parents of students in the 1st and 2nd grade of a Group of Schools in the district of Viseu. In data analysis, we chose an approach has several items for qualitative assessment but that the nature is predominantly quantitative, with descriptive statistical analysis of collected data.
Description
Keywords
formação de leitores leitura factores preditores da leitura ensino da leitura envolvimento parental teaching reading reading predictors of reading parental involvement training of readers