Reading strategies instruction through pedagogical sequences

Detalhes bibliográficos
Autor(a) principal: Oliveira, Márcia Andréa Almeida de
Data de Publicação: 2020
Outros Autores: Souza, Renata Maria de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36133
Resumo: In this article, we present a reflection on reading strategies teaching. We analyzed 32 classroom hours, which was accomplished in classes of the 9th grade. We supported the research on reading strategies and didactic modeling. This theoretical framework guided us through the construction of pedagogical models and sequences, as well as through the analysis of the data. We developed qualitative and documentary research to achieve our primary goal, that is: demonstrate if the reading strategies instruction was implemented to students and how these strategies were taught. The process of examining the data revealed that trainees, who participated in this study, led the students to develop reading strategies. Nevertheless, we noticed that the instructions performed to explain activities were insufficient. We realized that 9th graders were not able to understand reading strategies as a way to improve text comprehension. They also didn’t learn how to use it for making meaning from the text. Besides, we verified that trainees knew each preview strategy that was suggested from the didactic sequences. Meanwhile, they had difficulties in teaching them. We think it may be avoided if Portuguese teacher training focuses more on comprehension instructions.
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spelling Reading strategies instruction through pedagogical sequencesLa enseñanza de estrategias de lectura mediada por secuencias didácticasO ensino de estratégias de leitura mediado por sequências didáticasReading instructionReading strategyPedagogical sequenceEnseñanza de lectura. Estrategia de lectura Secuencia didáctica.Ensino de leituraEstratégia de leituraGênero textualSequência didática.In this article, we present a reflection on reading strategies teaching. We analyzed 32 classroom hours, which was accomplished in classes of the 9th grade. We supported the research on reading strategies and didactic modeling. This theoretical framework guided us through the construction of pedagogical models and sequences, as well as through the analysis of the data. We developed qualitative and documentary research to achieve our primary goal, that is: demonstrate if the reading strategies instruction was implemented to students and how these strategies were taught. The process of examining the data revealed that trainees, who participated in this study, led the students to develop reading strategies. Nevertheless, we noticed that the instructions performed to explain activities were insufficient. We realized that 9th graders were not able to understand reading strategies as a way to improve text comprehension. They also didn’t learn how to use it for making meaning from the text. Besides, we verified that trainees knew each preview strategy that was suggested from the didactic sequences. Meanwhile, they had difficulties in teaching them. We think it may be avoided if Portuguese teacher training focuses more on comprehension instructions.En este artículo, presentamos una reflexión sobre la enseñanza de estrategias de lectura durante la aplicación de tres secuencias didácticas orientadas por género en grupos del noveno curso de la Enseñanza Fundamental II. Para realizar esta investigación, nos apoyamos en estudios sobre estrategias de lectura y modelización didáctica, que sirvieron de guía en la construcción de modelos y secuencias didácticas,y en el análisis de los datos obtenidos a lo largo de 32 horas de clase. Como procedimiento metodológico, recurrimos al modelo cualitativo y documental con el fin de alcanzar el objetivo de la investigación: demostrar si a los alumnos se les enseñaron estrategias de lectura y de qué manera se hizo. Los resultados de la investigación mostraron que en determinados momentos las estudiantes en prácticas consiguieronque los alumnos desarrollasen estrategias de lectura, pero en otros las instrucciones presentadas y los procedimientos utilizados en la aplicación de las actividades se mostraron insuficientes para que los alumnos, primero, entendiesen las estrategias de lectura como una forma de mejorar la comprensión lectora y, segundo, aprendiesen autilizarlas. El análisis reveló que las estudiantes en prácticas sabían en qué consistía cada estrategia prevista en las secuencias didácticas, pero tuvieron dificultades al enseñarlas, lo que nos lleva a pensar que los cursos de formación de profesores necesitan prestar más atención a las instrucciones de lectura.Neste artigo, apresentamos uma reflexão sobre o ensino de estratégias de leitura, durante a realização de três sequências didáticas orientadas por gênero em turmas do 9º ano do Ensino Fundamental II. Para realizar a pesquisa, apoiamo-nos nos estudos sobre gênero textual, estratégias de leitura e modelização didática, os quais nos guiaram na construção de modelos e sequências didáticas e na análise dos dados construídos ao longo de 32 horas-aula. Como procedimento metodológico, recorremos às pesquisas qualitativa e documental, a fim de alcançar o nosso objetivo de pesquisa, a saber: Demonstrar se e de que maneira estratégias de leitura foram ensinadas por três estagiárias. Os resultados da pesquisa mostraram que em determinados momentos as estagiárias levaram os alunos a desenvolver estratégias de leitura, mas em outros as instruções apresentadas e os procedimentos utilizados na realização das atividades mostraram-se insuficientes para que eles, primeiro, entendessem as estratégias de leitura como uma forma de melhorar a compreensão leitora e, segundo, aprendessem a utilizá-las. A análise revelou que as estagiárias sabiam em que consistia cada estratégia prevista nas sequências didáticas, mas tiveram dificuldades em ensiná-las, o que nos leva a pensar que os cursos de formação de professores precisam focar mais em instruções de leitura. Universidade Estadual de Londrina2020-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa documentalapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3613310.5433/1519-5392.2019v19n2p165Entretextos; v. 19 n. 2 (2019); 165-1952764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36133/26916Copyright (c) 2019 Entretextosinfo:eu-repo/semantics/openAccessOliveira, Márcia Andréa Almeida deSouza, Renata Maria de2021-02-06T11:54:33Zoai:ojs.pkp.sfu.ca:article/36133Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-06T11:54:33Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Reading strategies instruction through pedagogical sequences
La enseñanza de estrategias de lectura mediada por secuencias didácticas
O ensino de estratégias de leitura mediado por sequências didáticas
title Reading strategies instruction through pedagogical sequences
spellingShingle Reading strategies instruction through pedagogical sequences
Oliveira, Márcia Andréa Almeida de
Reading instruction
Reading strategy
Pedagogical sequence
Enseñanza de lectura. Estrategia de lectura Secuencia didáctica.
Ensino de leitura
Estratégia de leitura
Gênero textual
Sequência didática.
title_short Reading strategies instruction through pedagogical sequences
title_full Reading strategies instruction through pedagogical sequences
title_fullStr Reading strategies instruction through pedagogical sequences
title_full_unstemmed Reading strategies instruction through pedagogical sequences
title_sort Reading strategies instruction through pedagogical sequences
author Oliveira, Márcia Andréa Almeida de
author_facet Oliveira, Márcia Andréa Almeida de
Souza, Renata Maria de
author_role author
author2 Souza, Renata Maria de
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Márcia Andréa Almeida de
Souza, Renata Maria de
dc.subject.por.fl_str_mv Reading instruction
Reading strategy
Pedagogical sequence
Enseñanza de lectura. Estrategia de lectura Secuencia didáctica.
Ensino de leitura
Estratégia de leitura
Gênero textual
Sequência didática.
topic Reading instruction
Reading strategy
Pedagogical sequence
Enseñanza de lectura. Estrategia de lectura Secuencia didáctica.
Ensino de leitura
Estratégia de leitura
Gênero textual
Sequência didática.
description In this article, we present a reflection on reading strategies teaching. We analyzed 32 classroom hours, which was accomplished in classes of the 9th grade. We supported the research on reading strategies and didactic modeling. This theoretical framework guided us through the construction of pedagogical models and sequences, as well as through the analysis of the data. We developed qualitative and documentary research to achieve our primary goal, that is: demonstrate if the reading strategies instruction was implemented to students and how these strategies were taught. The process of examining the data revealed that trainees, who participated in this study, led the students to develop reading strategies. Nevertheless, we noticed that the instructions performed to explain activities were insufficient. We realized that 9th graders were not able to understand reading strategies as a way to improve text comprehension. They also didn’t learn how to use it for making meaning from the text. Besides, we verified that trainees knew each preview strategy that was suggested from the didactic sequences. Meanwhile, they had difficulties in teaching them. We think it may be avoided if Portuguese teacher training focuses more on comprehension instructions.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Pesquisa documental
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36133
10.5433/1519-5392.2019v19n2p165
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36133
identifier_str_mv 10.5433/1519-5392.2019v19n2p165
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36133/26916
dc.rights.driver.fl_str_mv Copyright (c) 2019 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 19 n. 2 (2019); 165-195
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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