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Abstract(s)
O presente Relatório Final desenvolve-se no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º CEB, ministrado na Escola Superior de Educação de Lisboa. O problema objeto de estudo, emergente do contexto de prática pedagógica no 4.º ano do 1º Ciclo do Ensino Básico, definiu-se como “A relação da fluência leitora com a qualidade escrita em alunos do 4.º ano do 1.º CEB”. Assim, o estudo apresenta como objetivo geral: Averiguar a relação entre a fluência leitora e a qualidade de escrita, e como objetivos específicos: i) Analisar a fluência na leitura antes e depois da intervenção; ii) Analisar a qualidade de escrita antes e depois da intervenção; e iii) Comparar os resultados obtidos na fluência leitora e na qualidade escrita antes e depois da intervenção. Para dar resposta aos objetivos definidos, realizou-se um estudo aproximado da Investigação-Ação, uma vez que se guioupelas fases desta metodologia e apresenta características específicas da mesma por ser um estudo participativo, interventivo, cíclico, crítico e auto-avaliativo. Os participantes desta investigação integravam uma turma do 4.º ano de uma escola do concelho de Oeiras. A natureza deste estudo revelou-se essencialmente qualitativa, recorrendo-se a alguns métodos de natureza quantitativa. Como processos de recolha de dados, recorreu-se a pré-teste e pós-teste em fluência e escrita compositiva, a questionário e à observação direta em sala de aula. Já no que concerne aos procedimentos de análise de dados, privilegiaram-se as técnicas de análise de conteúdo e análise estatística. Os resultados revelam uma melhoria da turma na fluência leitora e na escrita, sugerindo, ainda, que estas duas dimensões se relacionam.
This Final Report is developed within the scope of the Supervised Teaching Practice IIcourse, part of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Polytechnic Institute of Lisbon, School of Education. The problem object of the study emerged from the context of practicum in the 4th year of the 1st Cycle of Basic Education, was defined as “The impact of reading fluency on writing quality in 4th graders of the 1st Cycle of Basic Education”. The study has as its general objective “To investigate the relationship between reading fluency and writing quality”, and as specific objectives: i) To analyze reading fluency before and after the intervention; ii) To analyze writing quality before and after the intervention; and iii) To compare the results obtained in reading fluency and writing quality before and after the intervention. In order to respond to the defined objectives, an approximate study of Action-Research was carried out, since it was guided by the phases of this methodology and its specific characteristics for being participative, interventional, cyclical, critical and self-evaluative study. The participants in this research were 4th graders from a school in the municipality of Oeiras. The nature of this study was essentially qualitative, using some quantitative methods. As data collection procedures, we used a pre-test ans post-test in fluency an compositional writing, a questionnaire and direct observation in the classroom. As data analysis procedures, content analysis and statistical analysis techniques were prioritized. The results reveal an improvement in the fluency and writing, further suggesting that these two dimensions are related.
This Final Report is developed within the scope of the Supervised Teaching Practice IIcourse, part of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Polytechnic Institute of Lisbon, School of Education. The problem object of the study emerged from the context of practicum in the 4th year of the 1st Cycle of Basic Education, was defined as “The impact of reading fluency on writing quality in 4th graders of the 1st Cycle of Basic Education”. The study has as its general objective “To investigate the relationship between reading fluency and writing quality”, and as specific objectives: i) To analyze reading fluency before and after the intervention; ii) To analyze writing quality before and after the intervention; and iii) To compare the results obtained in reading fluency and writing quality before and after the intervention. In order to respond to the defined objectives, an approximate study of Action-Research was carried out, since it was guided by the phases of this methodology and its specific characteristics for being participative, interventional, cyclical, critical and self-evaluative study. The participants in this research were 4th graders from a school in the municipality of Oeiras. The nature of this study was essentially qualitative, using some quantitative methods. As data collection procedures, we used a pre-test ans post-test in fluency an compositional writing, a questionnaire and direct observation in the classroom. As data analysis procedures, content analysis and statistical analysis techniques were prioritized. The results reveal an improvement in the fluency and writing, further suggesting that these two dimensions are related.
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
Fluência leitora Qualidade textual 1.º ciclo do ensino básico Investigação-ação Reading fluency Writing quality 1st cycle of basic education Action-research
Citation
Monteiro, T. S. (2023). Relação entre fluência leitora e qualidade textual numa turma de 4.º ano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16934