A study on the reading path in a digital environment

• Autor(a) principal: Forneck, Kári Lúcia
• Data de Publicação: 2020
• Outros Autores: Martins, Silvana Neumann, Werlang, Carolina Taís, Faleiro, Róger Sullivan, Vicari, Pâmela Lopes, Martins, Keylliane de Sousa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: letrônica
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/37628
• topic: Reading strategies; Reading comprehension; Digital learning object; Print screen; estratégias de leitura; compreensão leitora; objeto digital de aprendizagem; captura de tela.

This study is based on the theoretical field of reading comprehension studies (MORAIS, 2013; KINTSCH; RAWSON, 2013; PERFETTI; LANDI; OAKHILL, 2013), which is realized through the use of reading strategies (SOLÉ, 1998; MORAES, 2014; PEREIRA, 2012). The study aimed to investigate which reading strategies are mobilized by students during the interaction with a digital learning object. For this purpose, ten elementary school students from a public school in the city of Lajeado/RS participated in the action. Their interaction with the object was recorded through screen capture with the screencast software CamStudio, in order to identify the particularities of your reading path during the interaction. It was observed that most students read linearly until they reach their reading objective, that is, until they resolve the question; after that, they jump through the text and ignore its content. Participants who chose to make jumps between the lines showed difficulty, making it necessary to perform retakes in order to reread both the statement and parts of the text to resolve the task. Still, it was found that students did not read the interactive feedbacks available on the platform.