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Abstract(s)
As dificuldades da leitura são expressas através das fragilidades em vários processos como a consciência fonológica, a fluência da leitura e a compreensão da leitura. O presente estudo tem como objetivos explorar as perceções de professores face às dificuldades da leitura, o seu sentido de autoeficácia para lidar com estas dificuldades, assim como compreender o contributo da sua formação para lidar com as dificuldades de leitura e as estratégias que os professores adotam com os alunos que apresentam estas dificuldades. Para tal, foi privilegiada a metodologia qualitativa, tendo sido realizadas entrevistas individuais semiestruturadas via online, com base num guião de entrevista construído para o efeito. Participaram neste estudo cinco professores de 1º ciclo. Os resultados obtidos demonstram que as manifestações mais frequentes das dificuldades de leitura dos alunos prendem-se com défices ao nível da consciência fonológica e, na perspetiva dos professores, estas dificuldades têm origem em características individuais e do contexto familiar das crianças. As estratégias que têm vindo a ser utilizadas pelos participantes no sentido de colmatar as dificuldades dos alunos procuram estimular, predominantemente, a fluência leitora. Como implicação para a prática deste estudo, surge a necessidade de estimular a consciência fonológica desde o pré-escolar.
Reading disabilities are expressed through the fragilities in several processes like the phonological awareness, the reading fluency and the reading comprehension. The present study has as main objectives to explore the perceptions of teachers of elementary school in face of reading disabilities, to explore their sense of self-efficacy to deal with these difficulties, as well as to understand how their formation contributes when dealing with reading disabilities and which strategies are adopted by teachers for students with these difficulties. To pursue these objectives, the qualitative methodology was used, and online interviews were conducted, based on a semi-structured interview guide built for this purpose. Five elementary school teachers participated in this study. The results obtained demonstrate that the most frequent expressions of students with reading disabilities are related to deficits in terms of phonological awareness and, in some teacher's perspective, the source of these difficulties are, above all, in individual characteristics and in the children's family context. The strategies that have been used by the participants, in order to overcome the students' difficulties, seek to stimulate, predominantly, the reading fluency. As an implication from this study, there is a need to stimulate the phonological awareness since the kindergarten.
Reading disabilities are expressed through the fragilities in several processes like the phonological awareness, the reading fluency and the reading comprehension. The present study has as main objectives to explore the perceptions of teachers of elementary school in face of reading disabilities, to explore their sense of self-efficacy to deal with these difficulties, as well as to understand how their formation contributes when dealing with reading disabilities and which strategies are adopted by teachers for students with these difficulties. To pursue these objectives, the qualitative methodology was used, and online interviews were conducted, based on a semi-structured interview guide built for this purpose. Five elementary school teachers participated in this study. The results obtained demonstrate that the most frequent expressions of students with reading disabilities are related to deficits in terms of phonological awareness and, in some teacher's perspective, the source of these difficulties are, above all, in individual characteristics and in the children's family context. The strategies that have been used by the participants, in order to overcome the students' difficulties, seek to stimulate, predominantly, the reading fluency. As an implication from this study, there is a need to stimulate the phonological awareness since the kindergarten.
Description
Keywords
Dificuldades de leitura Intervenção precoce Professores RTI Reading disabilities Early intervention Teachers