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Abstract(s)
O interesse da investigação pela compreensão leitora deve-se ao facto da leitura assumir um papel determinante na aprendizagem e no sucesso escolar e profissional. A leitura é considerada como uma ferramenta indispensável que permite aos leitores aceder a um conjunto de experiências e conhecimentos. Desta forma, e dada a importância que lhe é atribuída, é crucial conhecer e compreender os seus métodos e modelos de aquisição, os processos que lhe são subjacentes, as componentes que a constituem, bem como as estratégias e metodologias de ensino, como forma de se poder desenvolver práticas mais consistentes, eficazes e adequadas aos alunos para prevenir o desenvolvimento de dificuldades de aprendizagem (DA) na compreensão leitora.
O objetivo geral deste trabalho consiste, assim, em verificar e compreender a eficácia da implementação de metodologias e estratégias de compreensão leitora junto de alunos do 2.º ano de escolaridade com e sem DA.
Optámos pela abordagem qualitativa, através de uma observação participante, em que fizeram parte deste estudo 40 alunos de duas turmas do 2.º ano de escolaridade, de uma Escola Básica do concelho de Viseu.
Os resultados obtidos levam-nos a concluir que a aplicação de metodologias e estratégias de questões inferenciais contribui para desenvolver e aperfeiçoar a compreensão leitora, em alunos com e sem DA.
The interest of research by reading comprehension due to the fact of reading play, an important role in learning and success in school and professionally. Reading is regarded as an indispensable tool that allows readers to access a set of experiences and knowledge. Thus, given the importance attached to it, is crucial to know and understand their methods and acquisition models, the processes underlying it, the components that constitute it, as well as the strategies and teaching methodologies as a way of be able to develop more consistent practices, effective and appropriate for students to prevent the development of learning difficulties (LD) in reading comprehension. The overall goal of this work is therefore to understand and verify the effectiveness of the implementation of methodologies and strategies of reading comprehension among pupils secondary school with and without LD. We chose a qualitative approach, through participant observation, in which took part in this study, 40 students from two classes of two on a Primary School in the municipality of Viseu. The results lead us to conclude that the application of methodologies and strategies of inferential questions helps to develop and improve reading comprehension in students with and without LD.
The interest of research by reading comprehension due to the fact of reading play, an important role in learning and success in school and professionally. Reading is regarded as an indispensable tool that allows readers to access a set of experiences and knowledge. Thus, given the importance attached to it, is crucial to know and understand their methods and acquisition models, the processes underlying it, the components that constitute it, as well as the strategies and teaching methodologies as a way of be able to develop more consistent practices, effective and appropriate for students to prevent the development of learning difficulties (LD) in reading comprehension. The overall goal of this work is therefore to understand and verify the effectiveness of the implementation of methodologies and strategies of reading comprehension among pupils secondary school with and without LD. We chose a qualitative approach, through participant observation, in which took part in this study, 40 students from two classes of two on a Primary School in the municipality of Viseu. The results lead us to conclude that the application of methodologies and strategies of inferential questions helps to develop and improve reading comprehension in students with and without LD.
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Keywords
Dificuldades de aprendizagem na leitura Compreensão leitora Questões inferenciais no texto narrativo Guião didático Learning difficulties in reading Comprehension reader Inferential issues in narrative text Guided script