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Abstract(s)
A leitura e a escrita são duas competências básicas e transversais ao currículo. Compreender o que se lê é uma competência que se torna cada vez mais importante à medida que se avança na escolaridade. Em todas as áreas do currículo é fundamental que, quando leem, os estudantes sejam capazes de extrair informação relevante, menorizando o que é acessório. Neste estudo, foca-se o ensino explícito do resumo, como estratégia de compreensão e de expressão do essencial.
Foi realizado em duas turmas do 6.º ano de escolaridade, com um total de 40 alunos, e teve como objetivos 1) desenvolver competências de compreensão leitora e 2) avaliar o impacto do ensino explícito de estratégias cognitivas no desenvolvimento de competências de compreensão leitora e escrita de resumos dos alunos. Trata-se de uma investigação ação, com um estudo em três passos: pré-teste, intervenção, pós-teste. O pré e o pós-teste consistiam no resumo de um texto narrativo e de um texto expositivo. Para além dos resultados do pós-teste, avaliou-se o processo. Para isso, auscultaram-se os alunos, em dois focus grupo, e a professora cooperante, numa entrevista.
A triangulação dos resultados permitiu constatar que os alunos valorizaram a intervenção e as aprendizagens. A professora cooperante corroborou esta ideia. A comparação entre o pré e o pós-teste indicou melhorias nos resumos dos alunos e mudanças nos seus comportamentos nos momentos leitura de um texto e de escrita de um resumo.
ABSTRACT Reading and writing are two basic and transversal competences to the curriculum. As students progress trough school, they need to master more complex texts and new comprehension tasks. Summarisation is a critical skill in the comprehension process, it encompasses the ability to prioritise core ideas over more peripheral information. This study focuses the explicit teaching of summarisation, as an ability to draw out key themes. It was carried out in two classes of the sixth grade, encompassing a total of fourty students, and had as objectives 1) To develop comprehension reading skills and 2) To evaluate the impact of explicit teaching of cognitive strategies, on the development of summarisations skills. It´s an action research, with a three-step study: pre-test, intervention, post-test. The pre and post tests consisted in a summary of a narrative as well as an expository text. Beyond the results obtained from the post-test, the process has been evaluated. Thus, the students were listened in two focus groups and the trainer teacher in an interview. The obtained results has led to the conclusion that students have appreciated both the intervention as well as the learning. The trainer teacher has underlined the learning process. The comparison between the pre and the post-test pointed out improvements in the students sumarisation, as well as changes in their behavior on summarization.
ABSTRACT Reading and writing are two basic and transversal competences to the curriculum. As students progress trough school, they need to master more complex texts and new comprehension tasks. Summarisation is a critical skill in the comprehension process, it encompasses the ability to prioritise core ideas over more peripheral information. This study focuses the explicit teaching of summarisation, as an ability to draw out key themes. It was carried out in two classes of the sixth grade, encompassing a total of fourty students, and had as objectives 1) To develop comprehension reading skills and 2) To evaluate the impact of explicit teaching of cognitive strategies, on the development of summarisations skills. It´s an action research, with a three-step study: pre-test, intervention, post-test. The pre and post tests consisted in a summary of a narrative as well as an expository text. Beyond the results obtained from the post-test, the process has been evaluated. Thus, the students were listened in two focus groups and the trainer teacher in an interview. The obtained results has led to the conclusion that students have appreciated both the intervention as well as the learning. The trainer teacher has underlined the learning process. The comparison between the pre and the post-test pointed out improvements in the students sumarisation, as well as changes in their behavior on summarization.
Description
Relatório de estágio 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
Compreensão leitora Escrita Resumo Estratégias Integração Reading comprehension Writing Summarisation Cognitive strategies Integration