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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. No contexto da intervenção realizada no 1.º CEB, com uma turma de 2.º ano, foi desenvolvido um estudo empírico, centrado no tema da leitura em voz alta na sala de aula no 1.º Ciclo do Ensino Básico. Para o efeito, foram definidos os seguintes objetivos específicos: (i) conceber estratégias de ensino e aprendizagem para o desenvolvimento da competência de leitura em voz alta no 1.º CEB, (ii) monitorizar e avaliar o desempenho da leitura em voz alta com o recurso a instrumentos que promovam a autonomia do aluno e (iii) avaliar a perceção dos alunos e da orientadora cooperante relativamente ao ensino e aprendizagem da leitura em voz alta. O estudo realizado é de natureza qualitativa, tendo sido complementado por dados quantitativos, e foi implementado na turma de 2.º ano um programa de intervenção para o desenvolvimento da competência de leitura em voz alta. Como instrumentos de recolha de dados, recorreu-se a: questionário aplicado aos alunos; questionário aplicado à Orientadora Cooperante; e grelhas de avaliação da competência de leitura em voz alta. Para o tratamento e análise de dados, procedeu-se à análise de conteúdo, complementada por uma análise quantitativa (estatística descritiva). Os resultados obtidos através da análise das grelhas de avaliação da competência de leitura em voz alta demonstram a existência melhorias na leitura ao longo das várias semanas nos vários parâmetros de avaliação. Por sua vez, os dados recolhidos através dos questionários aplicados aos alunos à Orientadora Cooperante demostram que tanto os alunos como a Orientadora Cooperante apresentam uma perceção positiva da competência de leitura em voz alta.
ABSTRACT This report was produced as part of the Supervised Teaching Practice II Course Unit of the master’s degree in Teaching Primary School and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. In the context of the intervention carried out in the 1st CEB, with a 2nd grade class, an empirical study was developed, focusing on the theme of reading aloud in the classroom in the 1st cycle of basic education. To this end, the following specific objectives were defined: (i) to design teaching and learning strategies for the development of reading aloud competence in the 1st cycle of basic education, (ii) to monitor and assess reading aloud performance using instruments that promote student autonomy, and (iii) to assess the perception of students and the cooperative supervisor regarding the teaching and learning of reading aloud. The study is qualitative in nature, having been complemented by quantitative data, and an intervention program for the development of reading aloud competence was implemented in the 2nd grade class. As instruments of data collection, we used: a questionnaire applied to the students; a questionnaire applied to the Cooperating Tutor; and evaluation grids of the reading aloud competence. For data treatment and analysis, content analysis was used, complemented by a quantitative analysis (descriptive statistics). The results obtained through the analysis of the assessment grids of the reading aloud competence demonstrate the existence of improvements in reading throughout the several weeks in the various assessment parameters. In turn, the data collected from the questionnaires applied to the students and the Cooperating Supervisor show that both students and the Cooperating Supervisor have a positive perception of the reading aloud competence.
ABSTRACT This report was produced as part of the Supervised Teaching Practice II Course Unit of the master’s degree in Teaching Primary School and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. In the context of the intervention carried out in the 1st CEB, with a 2nd grade class, an empirical study was developed, focusing on the theme of reading aloud in the classroom in the 1st cycle of basic education. To this end, the following specific objectives were defined: (i) to design teaching and learning strategies for the development of reading aloud competence in the 1st cycle of basic education, (ii) to monitor and assess reading aloud performance using instruments that promote student autonomy, and (iii) to assess the perception of students and the cooperative supervisor regarding the teaching and learning of reading aloud. The study is qualitative in nature, having been complemented by quantitative data, and an intervention program for the development of reading aloud competence was implemented in the 2nd grade class. As instruments of data collection, we used: a questionnaire applied to the students; a questionnaire applied to the Cooperating Tutor; and evaluation grids of the reading aloud competence. For data treatment and analysis, content analysis was used, complemented by a quantitative analysis (descriptive statistics). The results obtained through the analysis of the assessment grids of the reading aloud competence demonstrate the existence of improvements in reading throughout the several weeks in the various assessment parameters. In turn, the data collected from the questionnaires applied to the students and the Cooperating Supervisor show that both students and the Cooperating Supervisor have a positive perception of the reading aloud competence.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Didática do português Leitura em voz alta 1.º ciclo do ensino básico Didactics of portuguese Reading out loud 1st cycle of basic education
Citation
Oliveira, J. F (2022). A leitura em voz alta na sala de aula no 1.º ciclo de ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15780