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A compreensão leitora nos primeiros anos: modos de promoção da evolução das crianças
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A realização deste relatório surgiu no âmbito da Unidade Curricular (UC) de In-vestigação na Prática de Ensino Supervisionada II, no Mestrado em Educação Pré-Es-colar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (CEB). O relatório estrutura-se em duas partes. Na Parte I é apresentada uma análise e reflexão sobre as aprendizagens adquiridas nos contextos de estágio: Creche, Jardim de Infância (JI) e 1.º CEB. São apresentadas as caracterizações das instituições, dos ambientes educativos, dos grupos/turmas, os projetos de intervenção e atividades implementadas. A Parte II do relatório centra-se na componente investigativa, que teve como base o tema “A compreensão leitora nos primeiros anos: modos de promoção da evolução das crianças” e baseou-se na metodologia de investigação-ação.
Os participantes foram crianças de um grupo de EPE e de duas turmas do 1.º CEB (1.º e 3.º anos). Foram utilizados instrumentos de recolha de dados de natureza essencialmente qualitativa, nomeadamente notas de campo, grelhas de observação/avaliação, fichas de leitura e registos fotográficos, que possibilitaram acompanhar a evolução das crianças nos diferentes processos de compreensão leitora: (i) pré-leitura, (ii) microprocessos, (iii) processos de integração, (iv) macroprocessos, (v) processos de elaboração e (vi) processos metacognitivos.
Os resultados evidenciaram progressos na compreensão e no envolvimento das crianças nas atividades de leitura, demonstrando que ajustar as estratégias, sempre que necessário, é fundamental para promover o desenvolvimento da competência leitora desde os primeiros anos.
This report was developed as part of the course Research in Supervised Teach-ing Practice II, in the Master’s Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education. The report is divided into two parts. Part I presents an analysis and reflection on the learning gained during the internships in Nursery, Kindergarten, and the 1st Cycle of Basic Education. It includes descriptions of the institutions, learning environments, groups/classes, as well as the intervention projects and activities carried out. Part II focuses on the research component. The study was based on the theme “Reading comprehension in the early years: ways to support children’s development” and used an action research approach. The participants were children from one Pre-School Education group and from two classes in the 1st Cycle of Basic Education (1st and 3rd grades). Mainly qualitative data collection tools were used, such as field notes, observation and assessment grids, reading worksheets, and photographs. These tools made it possible to follow children’s progress in different reading comprehension processes: (i) pre-reading, (ii) understand-ing small parts of the text, (iii) connecting ideas, (iv) understanding the main ideas, (v) making inferences, and (vi) thinking about their own understanding. The results showed improvement in children’s understanding and involvement in reading activities, showing that adapting strategies when needed is important to support the development of reading skills from an early age.
This report was developed as part of the course Research in Supervised Teach-ing Practice II, in the Master’s Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education. The report is divided into two parts. Part I presents an analysis and reflection on the learning gained during the internships in Nursery, Kindergarten, and the 1st Cycle of Basic Education. It includes descriptions of the institutions, learning environments, groups/classes, as well as the intervention projects and activities carried out. Part II focuses on the research component. The study was based on the theme “Reading comprehension in the early years: ways to support children’s development” and used an action research approach. The participants were children from one Pre-School Education group and from two classes in the 1st Cycle of Basic Education (1st and 3rd grades). Mainly qualitative data collection tools were used, such as field notes, observation and assessment grids, reading worksheets, and photographs. These tools made it possible to follow children’s progress in different reading comprehension processes: (i) pre-reading, (ii) understand-ing small parts of the text, (iii) connecting ideas, (iv) understanding the main ideas, (v) making inferences, and (vi) thinking about their own understanding. The results showed improvement in children’s understanding and involvement in reading activities, showing that adapting strategies when needed is important to support the development of reading skills from an early age.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
mediação na leitura compreensão leitora estratégias de promoção leitora processos de compreensão leitora primeiros anos mediation in reading reading comprehension reader promotion strategies reading comprehension processes early years
Contexto Educativo
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Sem licença CC