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Promoção da leitura em crianças com dificuldades de aprendizagem no 1º CEB: um estudo de caso
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Com este estudo, pretende-se contribuir para a reflexão e para a prática docente na promoção da leitura, oferecendo orientações que permitam aos professores planificar intervenções pedagógicas diferenciadas, ajustadas às necessidades e potencialidades de cada aluno, promovendo, assim, o sucesso educativo e a inclusão escolar.
A amostra é composta por dez alunos do 1.º Ciclo do Ensino Básico, abrangendo diferentes idades e níveis de escolaridade.
A investigação seguiu uma metodologia mista, de natureza qualitativa e quantitativa, envolvendo observação em contexto de sala de aula, aplicação de questionários a alunos, professores e encarregados de educação, no início do ano letivo, no início do segundo semestre e no final do ano.
O principal objetivo de implementar e avaliar o impacto do projeto Ler e Aprender no desenvolvimento da fluência e na promoção dos hábitos de leitura dos alunos através da implementação de estratégias pedagógicas diversificadas e motivadoras, foi atingido.
Os resultados evidenciam a eficácia de estratégias pedagógicas diferenciadas, tal como a importância do acompanhamento individualizado no desenvolvimento da competência leitora e o papel relevante do contexto familiar no apoio ao processo de aprendizagem. Conclui-se que a promoção de hábitos de leitura e o estímulo à leitura autónoma contribuem significativamente para o desenvolvimento da fluência leitora e do sucesso escolar de alunos com dificuldades de aprendizagem.
This study aims to contribute to reflection and teaching practice in promoting reading, offering guidelines that allow teachers to plan differentiated pedagogical interventions, adjusted to the needs and potential of each student, thus promoting educational success and school inclusion. The sample consisted of ten elementary school students, spanning different ages and educational levels. The research followed a mixed methodology, both qualitative and quantitative, involving classroom observation and questionnaires administered to students, teachers, and guardians at the beginning of the school year, at the beginning of the second semester, and at the end of the year. The main objective of implementing and evaluating the impact of the Read and Learn project on the development of fluency and the promotion of students' reading habits through the implementation of diverse and motivating pedagogical strategies was achieved. The results demonstrate the effectiveness of differentiated pedagogical strategies, such as the importance of individualized support in developing reading skills and the important role of the family context in supporting the learning process. It is concluded that promoting reading habits and encouraging independent reading significantly contribute to the development of reading fluency and academic success for students with learning difficulties.
This study aims to contribute to reflection and teaching practice in promoting reading, offering guidelines that allow teachers to plan differentiated pedagogical interventions, adjusted to the needs and potential of each student, thus promoting educational success and school inclusion. The sample consisted of ten elementary school students, spanning different ages and educational levels. The research followed a mixed methodology, both qualitative and quantitative, involving classroom observation and questionnaires administered to students, teachers, and guardians at the beginning of the school year, at the beginning of the second semester, and at the end of the year. The main objective of implementing and evaluating the impact of the Read and Learn project on the development of fluency and the promotion of students' reading habits through the implementation of diverse and motivating pedagogical strategies was achieved. The results demonstrate the effectiveness of differentiated pedagogical strategies, such as the importance of individualized support in developing reading skills and the important role of the family context in supporting the learning process. It is concluded that promoting reading habits and encouraging independent reading significantly contribute to the development of reading fluency and academic success for students with learning difficulties.
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Fluência Leitora Promoção da Leitura Dificuldades de Aprendizagem da Leitura Reading Fluency Reading Promotion Reading Learning Difficulties