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Estratégias de motivação para a leitura: caminhos possíveis no 1º CEB
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Abstract(s)
Este Trabalho Final de Mestrado aborda a motivação para a leitura. Ler é uma competência fundamental que tem um impacto considerável no desempenho escolar e na aprendizagem ao longo da vida. Contudo, incentivar os alunos a ler nos primeiros anos de escolaridade pode ser desafiante.
O objetivo deste estudo foi desenvolver, implementar e avaliar um projeto com oito estratégias para motivar os alunos a ler. O projeto foi implementado numa turma do 2.º ano do 1.º ciclo do ensino básico. As estratégias implementadas visaram criar um ambiente de leitura estimulante, atender aos interesses individuais dos alunos e oferecer apoio tanto na escola como em casa. Foram integradas diversas atividades envolventes, opções de leitura personalizadas e experiências de aprendizagem colaborativa. As estratégias incluíram a leitura em voz alta, a criação de um cantinho de leitura na sala de aula, atividades de previsão de conteúdos, jogos de associação e a utilização de tecnologias digitais através de jogos educativos. Cada uma destas estratégias foi concebida para envolver os alunos de forma diversificada e significativa, respeitando os diferentes estilos de aprendizagem e interesses dos alunos.
Os resultados mostraram que os alunos se sentiram motivados e interessados na leitura, participando ativamente e dando feedback positivo. Constatou-se que os alunos desenvolveram um maior interesse pela leitura, evidenciado pela aquisição de novos livros e pela continuidade dos hábitos de leitura em casa. Os alunos mostraram-se entusiasmados não só com a leitura individual, mas também com as atividades de leitura em grupo e com as discussões sobre os livros lidos. A participação das famílias e da comunidade escolar foi particularmente eficaz, proporcionando um ambiente de apoio e reforçando a importância da leitura como uma prática contínua.
This Master's Final Project addresses motivation for reading. Reading is a fundamental skill that has a considerable impact on school performance and lifelong learning. However, encouraging students to read in the early years of education can be challenging. The objective of this study was to develop, implement, and evaluate a project with eight strategies to motivate students to read. The project was implemented in a 2nd-grade class of the 1st cycle of basic education. The implemented strategies aimed to create a stimulating reading environment, cater to the individual interests of the students, and provide support both at school and at home. Various engaging activities, personalized reading options, and collaborative learning experiences were integrated. The strategies included reading aloud, creating a reading corner in the classroom, prediction activities, association games, and the use of digital technologies through educational games. Each of these strategies was designed to engage students in diverse and meaningful ways, respecting the different learning styles and interests of the students. The results showed that the students felt motivated and interested in reading, actively participating and providing positive feedback. It was found that students developed a greater interest in reading, evidenced by the acquisition of new books and the continuation of reading habits at home. Students were enthusiastic not only about individual reading but also about group reading activities and discussions about the books read. The involvement of families and the school community was particularly effective, providing a supportive environment and reinforcing the importance of reading as a continuous practice.
This Master's Final Project addresses motivation for reading. Reading is a fundamental skill that has a considerable impact on school performance and lifelong learning. However, encouraging students to read in the early years of education can be challenging. The objective of this study was to develop, implement, and evaluate a project with eight strategies to motivate students to read. The project was implemented in a 2nd-grade class of the 1st cycle of basic education. The implemented strategies aimed to create a stimulating reading environment, cater to the individual interests of the students, and provide support both at school and at home. Various engaging activities, personalized reading options, and collaborative learning experiences were integrated. The strategies included reading aloud, creating a reading corner in the classroom, prediction activities, association games, and the use of digital technologies through educational games. Each of these strategies was designed to engage students in diverse and meaningful ways, respecting the different learning styles and interests of the students. The results showed that the students felt motivated and interested in reading, actively participating and providing positive feedback. It was found that students developed a greater interest in reading, evidenced by the acquisition of new books and the continuation of reading habits at home. Students were enthusiastic not only about individual reading but also about group reading activities and discussions about the books read. The involvement of families and the school community was particularly effective, providing a supportive environment and reinforcing the importance of reading as a continuous practice.
Description
Keywords
Motivação para a leitura, 1.º Ciclo do Ensino Básico, Aprendizagem Colaborativa, Perfil do Leitor 1st Cycle of Basic Education, Motivation for Reading, Collaborative Learning, Reader Profile