Literary reading in spanish language teaching: a study on the development of reading comprehension skills and literary skills of high school students

• Autor(a) principal: Moreira da Silva, Girlene
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.21814/diacritica.4820
• topic: Literary Reading; Spanish as a foreign language; High school; Leitura Literária; Espanhol como língua estrangeira; Ensino médio

This article comes from an experimental research carried out with eighty-four students from three different classes of the 2nd year of high school in a public school in Natal/RN and the respective Spanish language teacher of these classes, whose objective was to investigate, from of communicative teaching focused on reading competence, if and to what extent the reading of literary genres, compared to non-literary ones, contributes to the development of reading comprehension skills and the literary competence of high school Spanish-speaking students public. We compared three groups of 2nd year high school students with a single teacher. As a theoretical basis, we emphasize the studies of Mendoza (2004, 2007), Aragão (2006), Acquaroni (2007), Albaladejo (2007), Brait (2010), Silva (2011), among others. The data analyzed in this work are from pre-test/post-test 1, which was applied to the three groups. The results showed that students submitted to the practices of literary reading present better performance in reading comprehension and in literary competence in Spanish than students submitted to the reading of non-literary genres or not submitted to reading.