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Desvios na fluência de leitura: percurso de investigação e intervenção centrado num 2.ºano de escolaridade
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Authors
Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Português e História e Geografia de Portugal no 2.º CEB, da Escola Superior de Educação de Lisboa. O documento organiza-se em duas partes principais: (i) caracterização e análise da prática pedagógica desenvolvida nos 1.º e 2.º Ciclos do Ensino Básico; e (ii) apresentação e análise do estudo realizado. O estudo, intitulado Desvios na fluência de leitura: o papel da leitura na infância, surgiu da identificação de desvios na leitura por parte de alunos do 2.º ano de
escolaridade. Esta constatação levou à definição do tema: Desvios na fluência de leitura: Percurso de investigação e intervenção centrado num 2.ºano de escolaridade. Com base nesta problemática, o estudo teve como objetivos: (a) categorizar os principais desvios de fluência na leitura; (b) compreender os processos e vias de leitura associados a esses desvios na leitura em voz alta; e (c) avaliar o impacto de uma sequência didática centrada na reflexão e autorregulação sobre a fluência na leitura. A investigação seguiu uma abordagem de investigação-ação, recorrendo a técnicas de recolha de dados de natureza qualitativa e quantitativa, incluindo observação participante e não participante, bem como a análise de produções dos alunos. Os resultados evidenciaram uma redução significativa no número de desvios durante a leitura e um aumento no interesse dos alunos pelos hábitos de leitura. As estratégias e
atividades implementadas, orientadas pelos interesses dos alunos, demonstraram ter um impacto positivo na melhoria da fluência na leitura e na superação das dificuldades identificadas.
This report was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated into the Master's Degree in Teaching the 1st Cycle of Basic Education (CEB) and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Lisbon School of Education. The document is organized into two main parts: (i) characterization and analysis of the pedagogical practice developed in the 1st and 2nd Cycles of Elementary Education; and (ii) presentation and analysis of the study carried out. The study, entitled Deviations in reading fluency: the role of reading in childhood, arose from the identification of deviations in reading by students in the 2nd year of schooling. This finding led to the definition of the theme: Deviations in reading fluency: Research and intervention path focused on a 2nd year of schooling. Based on this issue, the study had the following objectives: (a) to categorize the main deviations in reading fluency; (b) to understand the reading processes and paths associated with these deviations in reading aloud; and (c) to evaluate the impact of a teaching sequence focused on reflection and self-regulation on reading fluency. The research followed an action research approach, using qualitative and quantitative data collection techniques, including participant and non-participant observation, as well as analysis of students' productions. The results showed a significant reduction in the number of deviations during reading and an increase in students' interest in reading habits. The strategies and activities implemented, guided by students' interests, demonstrated a positive impact on improving reading fluency and overcoming the difficulties identified.
This report was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated into the Master's Degree in Teaching the 1st Cycle of Basic Education (CEB) and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Lisbon School of Education. The document is organized into two main parts: (i) characterization and analysis of the pedagogical practice developed in the 1st and 2nd Cycles of Elementary Education; and (ii) presentation and analysis of the study carried out. The study, entitled Deviations in reading fluency: the role of reading in childhood, arose from the identification of deviations in reading by students in the 2nd year of schooling. This finding led to the definition of the theme: Deviations in reading fluency: Research and intervention path focused on a 2nd year of schooling. Based on this issue, the study had the following objectives: (a) to categorize the main deviations in reading fluency; (b) to understand the reading processes and paths associated with these deviations in reading aloud; and (c) to evaluate the impact of a teaching sequence focused on reflection and self-regulation on reading fluency. The research followed an action research approach, using qualitative and quantitative data collection techniques, including participant and non-participant observation, as well as analysis of students' productions. The results showed a significant reduction in the number of deviations during reading and an increase in students' interest in reading habits. The strategies and activities implemented, guided by students' interests, demonstrated a positive impact on improving reading fluency and overcoming the difficulties identified.
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 na leitura Vias de leitura Desvios de leitura Investigação-ação Reading fluency Reading pathways Reading deviations Action research
Pedagogical Context
Citation
Alves, D. F. L. (2025). Desvios na fluência de leitura: percurso de investigação e intervenção centrado num 2.ºano de escolaridade [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22205