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Advisor(s)
Abstract(s)
O domĂnio da leitura Ă© de extrema importĂąncia para as aprendizagens escolares. Um nĂșmero significativo de alunos apresenta, no entanto, dificuldades de aprendizagem especĂficas (DAE) ao nĂvel da leitura, que interferem com o processo global de ensino e aprendizagem. O presente artigo pretende rever os factores associados Ă s DAE de leitura e apresentar estratĂ©gias que promovem o ensino eficaz e o domĂnio desta competĂȘncia, nomeadamente, ao nĂvel da consciĂȘncia fonĂ©mica e da fluĂȘncia da leitura, indicando metodologias e actividades que podem ser desenvolvidas em contexto de sala de aula.
Abstract The mastery of reading is extremely important for scholar acquisitions. However a significant number of students present specific learning disabilities in reading processes, which interfere with the overall process of teaching and learning. This article aims to review the factors associated with specific learning disabilities in reading processes and suggest strategies to promote effective teaching, namely, at phonemic awareness and reading fluency levels, indicating methodologies and activities that can be implemented in the classroom.
RĂ©sumĂ© La maĂźtrise de la lecture est extrĂȘmement importante pour l'apprentissage scolaire. Un nombre important d'Ă©tudiants prĂ©sente, cependant, des troubles spĂ©cifiques dâapprentissage au niveau de la lecture, qui interfĂšrent avec le processus global d'enseignement et d'apprentissage. Cet article vise Ă examiner les facteurs associĂ©s aux troubles spĂ©cifiques dâapprentissage au niveau de la lecture et Ă prĂ©senter des stratĂ©gies qui favorisent un enseignement efficace et la maĂźtrise de cette compĂ©tence, en particulier au niveau de la conscience phonĂ©mique et la fluence en lecture, indiquant des mĂ©thodologies et des activitĂ©s qui peuvent ĂȘtre dĂ©veloppĂ©es dans le contexte de salle de classe.
Abstract The mastery of reading is extremely important for scholar acquisitions. However a significant number of students present specific learning disabilities in reading processes, which interfere with the overall process of teaching and learning. This article aims to review the factors associated with specific learning disabilities in reading processes and suggest strategies to promote effective teaching, namely, at phonemic awareness and reading fluency levels, indicating methodologies and activities that can be implemented in the classroom.
RĂ©sumĂ© La maĂźtrise de la lecture est extrĂȘmement importante pour l'apprentissage scolaire. Un nombre important d'Ă©tudiants prĂ©sente, cependant, des troubles spĂ©cifiques dâapprentissage au niveau de la lecture, qui interfĂšrent avec le processus global d'enseignement et d'apprentissage. Cet article vise Ă examiner les facteurs associĂ©s aux troubles spĂ©cifiques dâapprentissage au niveau de la lecture et Ă prĂ©senter des stratĂ©gies qui favorisent un enseignement efficace et la maĂźtrise de cette compĂ©tence, en particulier au niveau de la conscience phonĂ©mique et la fluence en lecture, indiquant des mĂ©thodologies et des activitĂ©s qui peuvent ĂȘtre dĂ©veloppĂ©es dans le contexte de salle de classe.
Description
Keywords
Dificuldades de aprendizagem Aprendizagem da leitura ConsciĂȘncia fonĂ©mica FluĂȘncia da leitura Ensino da leitura Learning disabilities Learning of reading, phonemic Reading fluency Teaching of reading DifficultĂ©s d'apprentissage Apprentissage de la lecture Conscience phonĂ©mique Fluence en lecture Enseigner la lecture
Citation
Ferreira, M., Horta, I., (2014) Leitura - Dificuldades de aprendizagem, ensino e estratĂ©gias para o desenvolvimento de competĂȘncias, Da Investigação Ă s PrĂĄticas, 5(2), 144 - 154
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais da Escola Superior de Educação de Lisboa,