Advisor(s)
Abstract(s)
As investigações na área da leitura têm proliferado nos últimos anos, visto ser de
inquestionável importância o seu domínio na aprendizagem e sucesso escolar e profissional
do ser humano. Ela é, sem dúvida, considerada uma ferramenta insubstituível que permite aos sujeitos leitores aceder a um conjunto infindável de experiências e conhecimentos, sendo uma conquista determinante no desenvolvimento pessoal e social de todo o indivíduo. Ler é compreender, interpretar e viajar no mundo, é tomar consciência da infinita capacidade de que fomos dotados - ser em relação e crescimento constante.
Embora seja uma competência fundamental na vida de todos os sujeitos, aprender a ler é
um processo complexo, multifacetado e dinâmico e individualmente experienciado. As
causas das dificuldades são múltiplas e concorrentes, desde o desenvolvimento linguístico da criança e do meio onde vive, das baixas expetativas de pais, professores e da própria criança que não consegue com facilidade aceder à leitura e também a inadequada preparação de alguns professores para esta problemática.
Para os leitores fracos são muitos os constrangimentos que se impõem no seu percurso escolar, nomeadamente um desinvestimento e desinteresse pelas aprendizagens, bem como o desencadear de problemas comportamentais e emocionais. Nesse sentido, se as dificuldades forem precocemente diagnosticadas e alvo de intervenção, estaremos, de facto, a contribuir para o aumento da taxa de sucesso educativo e para a formação de
alunos mais capazes e interventivos.
É com base neste desafio de conhecer e estudar os motivos das dificuldades vivenciadas por um aluno, no processo inicial de aprendizagem da leitura, que nasceu este projeto.
Nesta dissertação procuram-se analisar os problemas da aprendizagem da leitura numa
tentativa de compreender e explicar as dificuldades que muitos alunos manifestam na sua aquisição.
No estudo empírico procuramos abordar esta problemática recorrendo à metodologia de
estudo de caso, tendo como objetivo geral conhecer as dificuldades e principais causas dos problemas apresentados por um aluno na aprendizagem da leitura. Para a recolha de dados, recorremos a entrevistas, à consulta do registo bibliográfico do aluno e de outros documentos (relatórios de avaliação, relatórios do serviços de Psicologia, Programa
Educativo Individual) e à leitura pelo aluno de diversas grelhas construídas para o efeito,
contendo as letras do alfabeto e diversas listas de palavras e pseudopalavras.
Concluímos que o aluno identifica todas as letras do alfabeto, tendo assimilado um dos
aspetos fundamentais do princípio alfabético, mas lê apenas um número muito reduzido de
palavras. Após análise dos diferentes dados recolhidos, pode afirmar-se que existe um
comprometimento nas duas vias de leitura, sendo mais acentuado na via fonológica ou não
lexical.
Verificámos também que, para além das dificuldades evidenciadas nas principais vias de reconhecimento de palavras, o aluno manifesta um défice cognitivo, nomeadamente
limitações ao nível da memória, que é indispensável e imprescindível no processamento da informação escrita.
The investigations reading area have proliferated in recent years, as it is of unquestionable importance in learning domain and also in academic and professional human being success. It is certainly considered an irreplaceable tool that allows readers to access to a set of endless experiences and knowledge, being a crucial achievement in personal and social development of every individual. Read is understanding, interpreting and traveling through the world, it is being aware of the infinite capacity to which we are endowed - to be compared and steady growth. Although it is a fundamental competence in the lives of all subjects, learning to read is a complex, multifaceted, dynamic and experienced individual process. The causes of these difficulties are multiple and competing, since the child's linguistic development and the environment where he lives, the low expectations of parents, teachers and the child who cannot easily access to reading and also the inadequate preparation of some teachers for this problematic. For weak readers there are many constraints that are imposed in their schooling, particularly disinvestment and disinterest in learning, as well as the onset of behavioral and emotional problems. In this sense, if the difficulties are diagnosed early and targeted intervention, we are, in fact, contributing to the increase in the rate of school success and for the formation of more able and interventional pupils. Based on this challenge to meet and study the reasons for the experienced difficulties of a student in the initial process of learning to read, this project was born. In this thesis, we seek to analyze the problems of learning to read in an attempt to understand and explain the difficulties that many students manifest in its acquisition. In the empirical study we seek to address this issue using the case study methodology, with the overall objective to know the difficulties and potential causes of the presented problems by a student who is learning to read. For data collection, we rely on interviews, consultation of the bibliographic record of the student and other documents (evaluation reports, reports from the services of Psychology, Individual Educational Plan) and reading by the student of different grids constructed for this purpose, containing the alphabet letters and various lists of words and pseudo words. We also found that, in addition to the difficulties highlighted in the main ways of word recognition, the student expresses a cognitive impairment, including limitations in memory terms, which is indispensable and irreplaceable in the processing of written information.
The investigations reading area have proliferated in recent years, as it is of unquestionable importance in learning domain and also in academic and professional human being success. It is certainly considered an irreplaceable tool that allows readers to access to a set of endless experiences and knowledge, being a crucial achievement in personal and social development of every individual. Read is understanding, interpreting and traveling through the world, it is being aware of the infinite capacity to which we are endowed - to be compared and steady growth. Although it is a fundamental competence in the lives of all subjects, learning to read is a complex, multifaceted, dynamic and experienced individual process. The causes of these difficulties are multiple and competing, since the child's linguistic development and the environment where he lives, the low expectations of parents, teachers and the child who cannot easily access to reading and also the inadequate preparation of some teachers for this problematic. For weak readers there are many constraints that are imposed in their schooling, particularly disinvestment and disinterest in learning, as well as the onset of behavioral and emotional problems. In this sense, if the difficulties are diagnosed early and targeted intervention, we are, in fact, contributing to the increase in the rate of school success and for the formation of more able and interventional pupils. Based on this challenge to meet and study the reasons for the experienced difficulties of a student in the initial process of learning to read, this project was born. In this thesis, we seek to analyze the problems of learning to read in an attempt to understand and explain the difficulties that many students manifest in its acquisition. In the empirical study we seek to address this issue using the case study methodology, with the overall objective to know the difficulties and potential causes of the presented problems by a student who is learning to read. For data collection, we rely on interviews, consultation of the bibliographic record of the student and other documents (evaluation reports, reports from the services of Psychology, Individual Educational Plan) and reading by the student of different grids constructed for this purpose, containing the alphabet letters and various lists of words and pseudo words. We also found that, in addition to the difficulties highlighted in the main ways of word recognition, the student expresses a cognitive impairment, including limitations in memory terms, which is indispensable and irreplaceable in the processing of written information.