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Advisor(s)
Abstract(s)
Este relatório final integra-se na unidade curricular realizada no âmbito de Prática Supervisionada II do 2º ano do mestrado em Ensino do 1º e 2º Ciclo do Ensino Básico e é composto por duas partes. A primeira parte diz respeito à prática pedagógica realizada e à reflexão no 1.º e 2.º Ciclos do Ensino Básico e a segunda parte alude ao estudo empírico desenvolvido no contexto de estágio do 1.º Ciclo. Motivado pelas dificuldades de escrita de palavras apresentadas pelos alunos do 1.º Ciclo, o estudo “há relação entre habilidade de fluência na leitura com a habilidade da ortografia centrada na escrita de palavras?” resulta de um processo de investigação e de procedimentos de intervenção centrado em três grandes objetivos, desenvolver a fluência na leitura, melhorar as competências ortográficas, compreender se os alunos que têm maior habilidade de fluência na leitura são também aqueles que apresentam maior proficiência na competência de escrita de palavras, e perceber o impacto que teve o ensino explícito na competência ortográfica. O estudo envolveu uma turma do 4.º ano de escolaridade e definiram-se, como linhas orientadoras da intervenção, o ensino explícito das regras ortográficas de algumas palavras, a escrita criativa e compreensão da escrita de palavras, com recurso à leitura e à escrita. Os procedimentos metodológicos de investigação do estudo versam sobre uma abordagem qualitativa. As técnicas e instrumentos de recolha de dados com recurso a notas de campo, a análise de documentos e a entrevista, foram complementados na observação direta e participante. Por último fez-se uma análise aos dados recolhidos que possibilitaram chegar à conclusão que os alunos desenvolveram a fluência leitora, mas os resultados estão muito longe de ser os adequados para os alunos que estão a terminar o 4.º ano de escolaridade, pois os testes aplicados são direcionados para os alunos de 2.º ano do 1º CEB. Em relação à habilidade de ortografia centrada na escrita de palavras, o estudo mostrou que os alunos passaram escrever melhor as palavras destacando-se a importância do ensino implementado durante a intervenção. O estudo revelou que os alunos que tinham boa fluência na leitura nem sempre eram os que tinham mais habilidade na escrita de palavras.
This final report is part of the curricular unit carried out within the scope of Practice Supervised II of the 2nd year of the master's degree in Teaching the 1st and 2nd Cycle of Basic Education and is composed in two parts. The first part concerns the pedagogical practice carried out and the reflection in the 1st and 2nd Cycles of Basic Education; the second part refers to the empirical study developed in the context of the 1st Cycle internship. Motivated by the 1st Cycle students’ difficulties in writing words, the study “there is a relationship between the reading fluency ability and the spelling ability centred on writing words?” results from a process of investigation and intervention procedures centred on three main objectives, developing the reading fluency, improving the spelling skills, understanding whether students who have greater reading fluency skills are also those who presents greater proficiency in word writing skills, and realize the impact of explicit teaching in spelling competence.The study involved a class from the 4th year of school and was defined as an intervention guideline, the explicit teaching of the spelling rules of some words, creative writing and understanding the word writing, using reading and writing as a resource. The method of investigation procedures of the study deal with a qualitative approach. Data collection techniques and instruments using field notes, document analysis and interviews were complemented in the direct and participant observation. Finally, the study analysed the collected data, which made it possible to reach the conclusion that students developed reading fluency, but the results are far from being suitable for students who are finishing the 4th year of school, as the tests applied are aimed at 2nd year students of the 1st Basic Education Cycle. Regarding the spelling skills focused on writing words, the study showed that students began to write the words better, highlighting the importance of the implemented teaching during the intervention. The study revealed that the students who had good reading fluency were not always those who had the most skills in writing words.
This final report is part of the curricular unit carried out within the scope of Practice Supervised II of the 2nd year of the master's degree in Teaching the 1st and 2nd Cycle of Basic Education and is composed in two parts. The first part concerns the pedagogical practice carried out and the reflection in the 1st and 2nd Cycles of Basic Education; the second part refers to the empirical study developed in the context of the 1st Cycle internship. Motivated by the 1st Cycle students’ difficulties in writing words, the study “there is a relationship between the reading fluency ability and the spelling ability centred on writing words?” results from a process of investigation and intervention procedures centred on three main objectives, developing the reading fluency, improving the spelling skills, understanding whether students who have greater reading fluency skills are also those who presents greater proficiency in word writing skills, and realize the impact of explicit teaching in spelling competence.The study involved a class from the 4th year of school and was defined as an intervention guideline, the explicit teaching of the spelling rules of some words, creative writing and understanding the word writing, using reading and writing as a resource. The method of investigation procedures of the study deal with a qualitative approach. Data collection techniques and instruments using field notes, document analysis and interviews were complemented in the direct and participant observation. Finally, the study analysed the collected data, which made it possible to reach the conclusion that students developed reading fluency, but the results are far from being suitable for students who are finishing the 4th year of school, as the tests applied are aimed at 2nd year students of the 1st Basic Education Cycle. Regarding the spelling skills focused on writing words, the study showed that students began to write the words better, highlighting the importance of the implemented teaching during the intervention. The study revealed that the students who had good reading fluency were not always those who had the most skills in writing words.
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 Ortografia Desvios ortográficos Fluência leitora Competência ortografia Fluency Spelling Spelling deviations Reading fluency Spelling competence
Citation
Vilares, S. C. M. (2024). Há relação entre a habilidade de fluência na leitura e a habilidade da Ortografia, centrada na escrita de palavras? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18109