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Promoção da fluência de leitura: descrição de uma intervenção pedagógica numa turma de 1.º Ano de escolaridade do 1.º ciclo do ensino básico
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| 4.76 MB | Adobe PDF |
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Abstract(s)
Promover a fluência da leitura torna-se um desafio numa fase inicial, designadamente no 1.º ano do 1.º Ciclo do Ensino Básico. Nesta fase da aprendizagem formal, seguindo metodologias de análise e síntese, os alunos reconhecem as letras e associam os sons, leem sílabas no sentido da leitura integral das palavras e textos. Para que o processo de decifração decorra de forma regular, é fundamental promover estratégias que visem o desenvolvimento da fluência da leitura. Este estudo teve como objetivo compreender e promover o desenvolvimento da fluência da leitura de uma turma de 1.º ano de escolaridade no 1.º Ciclo do Ensino Básico, partindo-se da questão: De que forma o treino da leitura contribui para a promoção da fluência da leitura? Para tal, foi utilizada uma metodologia de âmbito qualitativo num estudo que contou com a participação de 15 alunos e da docente cooperante. Foram aplicados instrumentos de recolha de dados, tais como: a observação participante, os registos de gravação áudio e a entrevista semiestruturada à docente titular em registo de áudio. Na intervenção pedagógica, que decorreu durante quatro semanas, desenvolveram-se nove sessões de modo a promover o treino da fluência da leitura dos alunos, focando-se nove casos de leitura. Comparando os dados obtidos na fase de avaliação de diagnóstico com aqueles recolhidos durante a fase de avaliação final, verifica-se que houve uma melhoria ao nível da fluência da leitura, embora pouco expressiva. Ainda assim, é possível concluir que a intervenção pedagógica realizada teve impacto no desenvolvimento da fluência da leitura dos alunos que participaram no estudo.
Promoting reading fluency becomes a challenge at an early stage, particularly in the first year of primary school. At this stage of formal learning, following analysis and synthesis methodologies, students recognise letters and associate them with sounds, reading syllables in order to read words and texts in their entirety. In order for the deciphering process to run smoothly, it is essential to promote strategies aimed at developing reading fluency. The aim of this study was to understand and promote the development of reading fluency in a 1st grade class, starting with the question: How does reading training contribute to the promotion of reading fluency? To this end, a qualitative methodology was used in a study involving 15 students and the co-operating teacher. Data collection tools were used, such as participant observation, audio recordings and a semi-structured audio interview with the head teacher. In the pedagogical intervention, which took place over four weeks, nine sessions were developed in order to promote the students' reading fluency training, focussing on nine reading cases. Comparing the data obtained in the diagnostic assessment phase with that collected during the final assessment phase, it can be seen that there was an improvement in reading fluency, albeit not a significant one. Even so, it can be concluded that the pedagogical intervention carried out had an impact on the development of the reading fluency of the students who took part in the study.
Promoting reading fluency becomes a challenge at an early stage, particularly in the first year of primary school. At this stage of formal learning, following analysis and synthesis methodologies, students recognise letters and associate them with sounds, reading syllables in order to read words and texts in their entirety. In order for the deciphering process to run smoothly, it is essential to promote strategies aimed at developing reading fluency. The aim of this study was to understand and promote the development of reading fluency in a 1st grade class, starting with the question: How does reading training contribute to the promotion of reading fluency? To this end, a qualitative methodology was used in a study involving 15 students and the co-operating teacher. Data collection tools were used, such as participant observation, audio recordings and a semi-structured audio interview with the head teacher. In the pedagogical intervention, which took place over four weeks, nine sessions were developed in order to promote the students' reading fluency training, focussing on nine reading cases. Comparing the data obtained in the diagnostic assessment phase with that collected during the final assessment phase, it can be seen that there was an improvement in reading fluency, albeit not a significant one. Even so, it can be concluded that the pedagogical intervention carried out had an impact on the development of the reading fluency of the students who took part in the study.
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Keywords
Fluência Leitura Aprendizagem da leitura e escrita 1.º ciclo do ensino básico