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Compreensão Leitora e (In)sucesso Escolar
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Resumo(s)
Ler, é uma atividade valiosa quer do ponto de vista individual, quer social. As dificuldades de leitura são uma das causas do (in) sucesso escolar. O (in) sucesso na aprendizagem e domínio da leitura influencia a aprendizagem em todas as áreas curriculares e não curriculares, para as quais o domínio desta competência é essencial.
No início do 1º ciclo, a aprendizagem da leitura, melhor dito da decifração, é numa ferramenta imprescindível (dada a sua transversalidade) na aquisição de novos conhecimentos.
A leitura é uma ferramenta fundamental que permite aos sujeitos leitores aceder a um conjunto de experiências e conhecimentos. Deste modo, é importante conhecer e compreender os seus modelos de aquisição, os processos que lhe são subjacentes, as componentes que a constituem, bem como as metodologias de ensino.
Neste estudo, pretendeu-se analisar o conceito e processos envolvidos na compreensão da leitura e identificar os fatores intrínsecos e extrínsecos ao sujeito que contribuem para o desenvolvimento da mesma. Pretendeu-se reconhecer a importância que a compreensão leitora tem no sucesso escolar dos alunos, ou seja, a relação existente entre ambos.
Procurou-se também construir e avaliar a eficácia de um programa de intervenção, que contribuísse para o aumento dos níveis de compreensão leitora e consequente sucesso escolar, em alunos de 4ºano de escolaridade. O programa foi aplicado a um grupo de 25 alunos, com idades compreendidas entre os 9 e os 10 anos de idade, que frequentavam o 4º ano de escolaridade em escolas públicas do Concelho de Setúbal, durante vinte sessões.
Os resultados obtidos mostraram, que houve uma evolução positiva, relativamente ao desempenho dos alunos nas variáveis analisadas – compreensão literal, compreensão inferencial, crítica e reorganização. Com base nestes resultados, inferimos que a implementação do programa de intervenção foi um investimento na promoção da compreensão leitora.
Literacy is vital for both the individual as a person and as a social being. Lack of competence in literacy is one cause of academic underperformance. Learning and reading difficulties impact on uptake across the curriculum and beyond it, making competence in literacy an essential skill. At the start of primary education, learning to read or to ‘unlock reading’ is a crucial tool for the acquisition of new knowledge in all spheres. Literacy is central in granting those who possess this skill access to worlds of experience and knowledge. Thus it is important to know and understand models of literacy acquisition, their processes and those which underpin them, the parts which constitute their whole and the teaching methodologies involved. This study analyses the concept and the processes inherent in literacy. It also identifies the intrinsic and extrinsic factors in the reading individual which impact on successful acquisition of these competencies. The study delineates the role literacy skills play in students’ school performance, showing the relationship between these two elements. The study also builds and assesses the value of a remedial programme which contributes to raising reading comprehension and thus scholastic performance in students in their 4th/last year of primary education. The programme was run with a group of 25 students aged 9-10 in their 4th year of primary school. The students attended state schools in the Setubal district and attended twenty sessions of the programme. The results show a positive improvement in student performance in all the variables analysed: literal understanding, inference skills and textual criticism and reorganisation. The results allow us to infer that running this remedial programme was an investment in literacy promotion and comprehension.
Literacy is vital for both the individual as a person and as a social being. Lack of competence in literacy is one cause of academic underperformance. Learning and reading difficulties impact on uptake across the curriculum and beyond it, making competence in literacy an essential skill. At the start of primary education, learning to read or to ‘unlock reading’ is a crucial tool for the acquisition of new knowledge in all spheres. Literacy is central in granting those who possess this skill access to worlds of experience and knowledge. Thus it is important to know and understand models of literacy acquisition, their processes and those which underpin them, the parts which constitute their whole and the teaching methodologies involved. This study analyses the concept and the processes inherent in literacy. It also identifies the intrinsic and extrinsic factors in the reading individual which impact on successful acquisition of these competencies. The study delineates the role literacy skills play in students’ school performance, showing the relationship between these two elements. The study also builds and assesses the value of a remedial programme which contributes to raising reading comprehension and thus scholastic performance in students in their 4th/last year of primary education. The programme was run with a group of 25 students aged 9-10 in their 4th year of primary school. The students attended state schools in the Setubal district and attended twenty sessions of the programme. The results show a positive improvement in student performance in all the variables analysed: literal understanding, inference skills and textual criticism and reorganisation. The results allow us to infer that running this remedial programme was an investment in literacy promotion and comprehension.
Descrição
Palavras-chave
compreensão leitora processos envolvidos na compreensão da leitura reading comprehension processes involved in understanding reading