Textual awareness: An alternative to develop reading and writing

Detalhes bibliográficos
Autor(a) principal: Chaves, Jésura
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: letrônica
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38457
Resumo: This paper is based on a research that turned out to be a Ph D thesis on the relation between reading comprehension, textual awareness and argumentative writing, basing specifically in psycholinguistic assumptions. The aim is to contribute to the improvement of educational practices related to reading and text production, considering the important role that consciousness plays in this process. Firstly, the research aims to verify the correlation among the variables in question. Secondly, it proposes pedagogical strategies that may enhance the reading comprehension and the writing of argumentative texts through textual awareness. For that, performance of seventy-four students from the first, second, and third grades of high school has been evaluated using specific tests. The analysis of correlation between two variables has been done separately, for each school grade, through the calculation of the Pearson linear correlation coefficient (r). The research results confirmed the correlation among the evaluated variables which were established under different indexes. From the data analysis, which offer important clues about the individuals´ behavior, the needs to stimulate early argumentative reasoning in schools have been postulated, based on reflection activities and on self-monitoring.
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spelling Textual awareness: An alternative to develop reading and writingConciencia textual: Una alternativa para desarrollar la lectura y la escrituraConsciência textual: Uma alternativa para desenvolver a leitura e a escrituraTextual awarenessReadingWritingConsciência textualLeituraEscrituraConciencia textualLecturaEscrituraThis paper is based on a research that turned out to be a Ph D thesis on the relation between reading comprehension, textual awareness and argumentative writing, basing specifically in psycholinguistic assumptions. The aim is to contribute to the improvement of educational practices related to reading and text production, considering the important role that consciousness plays in this process. Firstly, the research aims to verify the correlation among the variables in question. Secondly, it proposes pedagogical strategies that may enhance the reading comprehension and the writing of argumentative texts through textual awareness. For that, performance of seventy-four students from the first, second, and third grades of high school has been evaluated using specific tests. The analysis of correlation between two variables has been done separately, for each school grade, through the calculation of the Pearson linear correlation coefficient (r). The research results confirmed the correlation among the evaluated variables which were established under different indexes. From the data analysis, which offer important clues about the individuals´ behavior, the needs to stimulate early argumentative reasoning in schools have been postulated, based on reflection activities and on self-monitoring.Este artículo se basa se en una investigación que culminó en una tesis doctorial sobre lá relación entre la compresión lectora, conciencia textual y la escritura argumentativa, basado principalmente en postulados psicolingüísticos. En este sentido, se buscó contribuir para la mejora de las prácticas pedagógicas relacionadas con la lectura y la produción textual, considerando lo importante papel que juega la conciencia en este proceso. La investigación tuvo como objetivo, primeiro, verificar la correlación entre las variables en custión; segundo, proponer estrategias pedagógicas que puedan mejorar la comprensión lectora y la escrita de textos argumentativos a través de la conciencia textual. Con este fin, se evaluó el rendimento de setenta y cuatro estudiantes en primeir, segundo y tercer año de la escuela secundaria a través de pruebas específicas. Luego, el análisis de la correlación entre dos variables se realizó por separado, en cada año escolar, calculando el coeficiente de correlación linear de Pearson(R). Los resultados de la investigación confirmaron la correlación entre las variables evaluadas que se establecieron bajo diferentes índices. A partir del análisis de los datos obtenidos, que ofrecen pistas importantes sobre comportamiento de los sujetos, se postuló sobre la necesidad de estimular el razonamiento argumentativo en las escuelas antes, basando en actividades de reflexión y autocontrol.Este artigo baseia-se em uma pesquisa que culminou em uma tese de doutorado sobre a relação entre compreensão leitora, consciência textual e escritura argumentativa, pautando-se especialmente em postulados psicolinguísticos.  Nesse sentido, buscou-se contribuir para o aprimoramento de práticas pedagógicas concernentes à leitura e à produção textual, considerando o importante papel que a consciência exerce nesse processo.  A pesquisa objetivou, primeiramente, verificar a correlação entre as variáveis em pauta; num segundo momento, propor estratégias pedagógicas que possam potencializar a compreensão leitora e a escritura de textos argumentativos por intermédio da consciência textual.  Nesse intuito, avaliou-se o desempenho de setenta e quatro alunos do primeiro, do segundo e do terceiro ano do ensino médio por meio de testes específicos.  Procedeu-se, então, à análise de correlação entre duas variáveis separadamente, em cada ano escolar, pelo cálculo do coeficiente de correlação linear de Pearson (r).  Os resultados da pesquisa confirmaram a correlação entre as variáveis avaliadas, que se estabeleceram sob diferentes índices.  A partir da análise dos dados obtidos, que oferecem importantes indícios sobre o comportamento dos sujeitos, postulou-se sobre a necessidade de se estimular mais precocemente o raciocínio argumentativo nas escolas, com base em atividades de reflexão e de automonitoramento.  Editora da PUCRS - ediPUCRS2021-07-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/3845710.15448/1984-4301.2021.2.38457Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38457Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e384571984-430110.15448/1984-4301.2021.2reponame:letrônicainstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38457/26943Copyright (c) 2021 Letrônicahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessChaves, Jésura2021-08-10T19:07:03Zoai:ojs.revistaseletronicas.pucrs.br:article/38457Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/letronicaPRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/oailetronica@pucrs.br||ivanetemileski@gmail.com1984-43011984-4301opendoar:2021-08-10T19:07:03letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Textual awareness: An alternative to develop reading and writing
Conciencia textual: Una alternativa para desarrollar la lectura y la escritura
Consciência textual: Uma alternativa para desenvolver a leitura e a escritura
title Textual awareness: An alternative to develop reading and writing
spellingShingle Textual awareness: An alternative to develop reading and writing
Chaves, Jésura
Textual awareness
Reading
Writing
Consciência textual
Leitura
Escritura
Conciencia textual
Lectura
Escritura
title_short Textual awareness: An alternative to develop reading and writing
title_full Textual awareness: An alternative to develop reading and writing
title_fullStr Textual awareness: An alternative to develop reading and writing
title_full_unstemmed Textual awareness: An alternative to develop reading and writing
title_sort Textual awareness: An alternative to develop reading and writing
author Chaves, Jésura
author_facet Chaves, Jésura
author_role author
dc.contributor.author.fl_str_mv Chaves, Jésura
dc.subject.por.fl_str_mv Textual awareness
Reading
Writing
Consciência textual
Leitura
Escritura
Conciencia textual
Lectura
Escritura
topic Textual awareness
Reading
Writing
Consciência textual
Leitura
Escritura
Conciencia textual
Lectura
Escritura
description This paper is based on a research that turned out to be a Ph D thesis on the relation between reading comprehension, textual awareness and argumentative writing, basing specifically in psycholinguistic assumptions. The aim is to contribute to the improvement of educational practices related to reading and text production, considering the important role that consciousness plays in this process. Firstly, the research aims to verify the correlation among the variables in question. Secondly, it proposes pedagogical strategies that may enhance the reading comprehension and the writing of argumentative texts through textual awareness. For that, performance of seventy-four students from the first, second, and third grades of high school has been evaluated using specific tests. The analysis of correlation between two variables has been done separately, for each school grade, through the calculation of the Pearson linear correlation coefficient (r). The research results confirmed the correlation among the evaluated variables which were established under different indexes. From the data analysis, which offer important clues about the individuals´ behavior, the needs to stimulate early argumentative reasoning in schools have been postulated, based on reflection activities and on self-monitoring.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38457
10.15448/1984-4301.2021.2.38457
url https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38457
identifier_str_mv 10.15448/1984-4301.2021.2.38457
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38457/26943
dc.rights.driver.fl_str_mv Copyright (c) 2021 Letrônica
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Letrônica
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38457
Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e38457
1984-4301
10.15448/1984-4301.2021.2
reponame:letrônica
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str letrônica
collection letrônica
repository.name.fl_str_mv letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv letronica@pucrs.br||ivanetemileski@gmail.com
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