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Promover o desenvolvimento da compreensão da leitura em língua materna e língua estrangeira
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Neste trabalho vamos focar-nos na procura de estratégias que promovam a compreensão da leitura nas aulas de língua materna e de língua estrangeira, mais especificamente em aulas de português e de inglês, ao nível do 3º ciclo e ensino secundário. A leitura assume, portanto, um papel central no nosso estudo, algo que reflete apenas o papel central que a leitura deve ter na vida dos indivíduos no contexto da sociedade atual. Ao longo deste estudo veremos em que consiste este elemento essencial da leitura, a sua compreensão, e, dentro desta, os vários níveis em que é possível compreender um texto, seja ele um texto literário ou não-literário. Debruçamo-nos sobre a compreensão da leitura porque consideramos importante esta exploração, sobretudo pelas vantagens que traz aos estudantes, com vista a expandir as aprendizagens que estes podem extrair da leitura em geral e de cada texto em particular. Sobretudo planeamos marcar a diferença através da transmissão aos alunos de novas estratégias e conhecimentos para interpretar o que leem e obterem as competências que a escola tem o dever de promover. Partindo desta premissa, este estudo, que usou a metodologia da investigação-ação, focou-se numa turma de português de 10º ano e noutra de inglês de 11º ano. Os estudantes nestas turmas fizeram um teste inicial com o objetivo de diagnosticar as suas dificuldades ao nível da compreensão da leitura, após o qual as suas aulas foram planificadas de modo a desenvolver os diversos níveis de compreensão da leitura e, por fim, esta planificação foi posta em prática. No final foram aplicados novos testes para comparação das competências. Foi verificado no final que a evolução ao nível da compreensão da leitura foi positiva, obtendo estes alunos melhores resultados nos testes finais, em especial nas áreas onde inicialmente haviam demonstrado uma maior fragilidade.
In this work we are going to focus on the search for strategies that promote reading comprehension in first and second language classes, in particular in Portuguese and English classes in the 3rd cycle and secondary levels. Reading, therefore, takes the central part in our study, which reflects the central part that reading should have in any individual’s life, in the present day’s society. Throughout this study we will see what this essential element of reading is, its comprehension, and, within this, the different levels in which it is possible to comprehend a text, whether literary or non-literary. We have decided to explore this subject as we consider this exploration to be important due to the advantages it brings to the students, in order to expand the learning that they can extract from reading in general and of each text in particular. Above all, we plan to make a difference through presenting the new students with strategies and knowledge in order to interpret what they read, and therefore, obtain the skills that can promote these. Starting from this concept, this study, which used the action-research methodology, focused on a year 10 Portuguese class and a year 11 English class. The students in these classes took initial tests to diagnose their reading comprehension gaps, which helped design and implement lesson plans targeted specifically at developing the different levels of reading comprehension and, finally, the classes per se took place. At the end of these stages, new reading comprehension tests were taken to compare their skills. Results obtained seemed to show an increase in students’ reading comprehension as better results were achieved in the final tests, especially in the areas where they had initially shown more substantial shortcomings, in particular reorganisation of the information.
In this work we are going to focus on the search for strategies that promote reading comprehension in first and second language classes, in particular in Portuguese and English classes in the 3rd cycle and secondary levels. Reading, therefore, takes the central part in our study, which reflects the central part that reading should have in any individual’s life, in the present day’s society. Throughout this study we will see what this essential element of reading is, its comprehension, and, within this, the different levels in which it is possible to comprehend a text, whether literary or non-literary. We have decided to explore this subject as we consider this exploration to be important due to the advantages it brings to the students, in order to expand the learning that they can extract from reading in general and of each text in particular. Above all, we plan to make a difference through presenting the new students with strategies and knowledge in order to interpret what they read, and therefore, obtain the skills that can promote these. Starting from this concept, this study, which used the action-research methodology, focused on a year 10 Portuguese class and a year 11 English class. The students in these classes took initial tests to diagnose their reading comprehension gaps, which helped design and implement lesson plans targeted specifically at developing the different levels of reading comprehension and, finally, the classes per se took place. At the end of these stages, new reading comprehension tests were taken to compare their skills. Results obtained seemed to show an increase in students’ reading comprehension as better results were achieved in the final tests, especially in the areas where they had initially shown more substantial shortcomings, in particular reorganisation of the information.
Descrição
Palavras-chave
Compreensão Leitura Língua Estratégia Conhecimento Comprehension Reading Language Strategy Knowledge