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A leitura em voz alta: Contributos da leitura em voz alta
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| 1.42 MB | Adobe PDF |
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Abstract(s)
As investigações relativas à leitura em voz alta têm vindo a aumentar. O interesse por esta competência surge da assunção de que a mesma assume um papel determinante na aprendizagem da leitura, traduzindo-se numa fonte de conhecimento e contribuindo para uma leitura proficiente.
O presente relatório reflete as evidências encontradas num projeto de investigação-ação. Contando com 26 participantes do 1.º ano de escolaridade de um contexto de ensino particular na área metropolitana de Lisboa, o projeto teve como objetivos: compreender em que medida a leitura em voz alta é importante numa fase inicial de aprendizagem da leitura, desenvolver a leitura em voz alta no grupo de alunos participantes e conhecer a perceção da professora cooperante relativamente à leitura em voz alta.
Através das estratégias de leitura mediada pelo professor, a pares e em coro foi possível compreender que, no grupo de alunos onde foram implementadas, as mesmas contribuíram significativamente para que estes desenvolvessem o gosto pela leitura, estabelecessem relações com o professor e entre os pares, compreendessem a importância da partilha com o outro e conhecessem diferentes tipologias textuais. Os momentos de leitura em voz alta contribuíram para o aumento da autoestima e/ou autoconfiança dos alunos, para o aumento do seu léxico e para que fossem verificadas melhorias nas suas leituras individuais. Assistiram-se ainda a melhorias ao nível da dicção, da colocação da voz e da fluência nas leituras feitas pelos alunos.
Por sua vez, a professora cooperante acredita na importância da leitura em voz alta, assumindo que deve ser trabalhada desde cedo. Mais, remete o conceito da leitura em voz alta para a oralidade e para a verbalização dos escritos e apesar de, até então, não diversificar as estratégias de leitura em voz alta em contexto de sala de aula, admite a necessidade de passar a introduzir novos momentos de leitura em voz alta nas rotinas do grupo.
Investigations regarding reading aloud have been increasing. The interest in this competence arises from the assumption that it assumes a determining role in learning to read, translating itself into a source of knowledge and contributing to a proficient reading. This report reflects the evidence found in an action research project. With 26 participants from the 1st year of schooling in a context of private education in the metropolitan area of Lisbon, the project aimed to: understand the importance of reading aloud in an initial phase of learning to read, develop reading aloud in the group of participating students and getting to know the cooperating teacher's perception of reading aloud. Through the reading strategies mediated by the teacher, in pairs and in chorus, it was possible to understand that, in the group of students where they were implemented, they contributed significantly for them to develop a taste for reading, establish relationships with the teacher and between peers, understand the importance of sharing with others and know different textual typologies. The moments of reading aloud contributed to increase students' self-esteem and / or self-confidence, to increase their lexicon and to improve their individual readings. There were also improvements in terms of diction, placement of voice and fluency in the readings made by students. In turn, the cooperating teacher believes in the importance of reading aloud, assuming that it must be worked on early. Furthermore, it refers the concept of reading aloud to orality and verbalization of writings and although, until then, it did not diversify reading aloud strategies in the classroom context, admits the need to start introducing new moments of reading aloud in the group's routines.
Investigations regarding reading aloud have been increasing. The interest in this competence arises from the assumption that it assumes a determining role in learning to read, translating itself into a source of knowledge and contributing to a proficient reading. This report reflects the evidence found in an action research project. With 26 participants from the 1st year of schooling in a context of private education in the metropolitan area of Lisbon, the project aimed to: understand the importance of reading aloud in an initial phase of learning to read, develop reading aloud in the group of participating students and getting to know the cooperating teacher's perception of reading aloud. Through the reading strategies mediated by the teacher, in pairs and in chorus, it was possible to understand that, in the group of students where they were implemented, they contributed significantly for them to develop a taste for reading, establish relationships with the teacher and between peers, understand the importance of sharing with others and know different textual typologies. The moments of reading aloud contributed to increase students' self-esteem and / or self-confidence, to increase their lexicon and to improve their individual readings. There were also improvements in terms of diction, placement of voice and fluency in the readings made by students. In turn, the cooperating teacher believes in the importance of reading aloud, assuming that it must be worked on early. Furthermore, it refers the concept of reading aloud to orality and verbalization of writings and although, until then, it did not diversify reading aloud strategies in the classroom context, admits the need to start introducing new moments of reading aloud in the group's routines.
Description
Keywords
1.º ciclo do ensino básico, aprendizagem da leitura, leitura em voz alta, fluência na leitura, estratégias 1st cycle of basic education, learning to read, reading aloud, fluency in reading, strategies.