Reading and inferential process: a study with chronicle genre in high school

Detalhes bibliográficos
Autor(a) principal: Fuza, Ângela Francine
Data de Publicação: 2022
Outros Autores: Gomes, Adriana Fernanda Pilati
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Signótica (Online)
Texto Completo: https://revistas.ufg.br/sig/article/view/70247
Resumo: This article aimed at analyzing how the ability to “infer implicit information in a text” was developed in reading chronicles with 2nd grade high school students. In light of the interactionist conceptions of language and reading, diagnostic activities, intervention workshops and final assessment were developed. The results showed greater appropriation of the skill by those students who established textual and extratextual inferences, revealing that they are in the process of development to reach the maximum horizon of comprehension. The study reinforces the need for continuous work with the ability, since it is one of the most complex in the reader’s development process.
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spelling Reading and inferential process: a study with chronicle genre in high schoolLectura y proceso inferencial: un estudio con el género crónica en la enseñanza médiaLeitura e processo inferencial: um estudo com o gênero crônica no ensino médioReadingInferenceDescriptorHigh SchoolLecturaInferenciaDescriptorEnseñanza MediaLeituraInferênciaDescritorEnsino MédioThis article aimed at analyzing how the ability to “infer implicit information in a text” was developed in reading chronicles with 2nd grade high school students. In light of the interactionist conceptions of language and reading, diagnostic activities, intervention workshops and final assessment were developed. The results showed greater appropriation of the skill by those students who established textual and extratextual inferences, revealing that they are in the process of development to reach the maximum horizon of comprehension. The study reinforces the need for continuous work with the ability, since it is one of the most complex in the reader’s development process.Este artículo tuvo el objetivo de analizar como la habilidade de “inferir una información implícita en un texto” fue desarrollada en la lectura de crónicas con estudiantes del segundo año de la Enseñanza Media. A la luz de las concepciones interaccionista de lenguaje y de lectura, se desarrollaron actividad diagnóstica, talleres de intervención y evaluación final. Los resultados indicaron mayor apropiación de la habilidad por los alumnos de modo a establecer inferencias textuales y extratextuales, revelando que están en proceso de desarrollo para lograr el horizonte máximo de comprensión. El estudio refuerza la necesidad de trabajo continuo con la habilidad, pues ella se configura como una de las más complejas en el proceso de desarrollo lector.Este artigo buscou analisar como a habilidade de “inferir uma informação implícita em um texto” foi desenvolvida na leitura de crônicas com estudantes da 2.ª série do Ensino Médio. À luz das concepções interacionista de linguagem e leitura, desenvolveram-se atividade diagnóstica, oficinas de intervenção e avaliação final. Os resultados indicaram maior apropriação da habilidade pelos alunos que estabeleceram inferências textuais e extratextuais, a revelar que estão em processo de desenvolvimento para alcançar o horizonte máximo de compreensão. O estudo reforça a necessidade de trabalho contínuo com a habilidade, por se configurar como uma das mais complexas no processo de desenvolvimento leitor.Universidade Federal de Goiás2022-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/sig/article/view/7024710.5216/sig.v34.70247Signótica; Vol. 34 (2022); e70247Signótica; v. 34 (2022); e702472316-36900103-7250reponame:Signótica (Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGenghttps://revistas.ufg.br/sig/article/view/70247/38250Copyright (c) 2022 Signóticahttps://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessFuza, Ângela FrancineGomes, Adriana Fernanda Pilati 2023-10-05T00:42:44Zoai:ojs.revistas.ufg.br:article/70247Revistahttp://www.revistas.ufg.br/index.php/sig/indexPUBhttps://www.revistas.ufg.br/sig/oaisignotica@gmail.com2316-36900103-7250opendoar:2024-05-21T19:57:31.987008Signótica (Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv Reading and inferential process: a study with chronicle genre in high school
Lectura y proceso inferencial: un estudio con el género crónica en la enseñanza média
Leitura e processo inferencial: um estudo com o gênero crônica no ensino médio
title Reading and inferential process: a study with chronicle genre in high school
spellingShingle Reading and inferential process: a study with chronicle genre in high school
Fuza, Ângela Francine
Reading
Inference
Descriptor
High School
Lectura
Inferencia
Descriptor
Enseñanza Media
Leitura
Inferência
Descritor
Ensino Médio
title_short Reading and inferential process: a study with chronicle genre in high school
title_full Reading and inferential process: a study with chronicle genre in high school
title_fullStr Reading and inferential process: a study with chronicle genre in high school
title_full_unstemmed Reading and inferential process: a study with chronicle genre in high school
title_sort Reading and inferential process: a study with chronicle genre in high school
author Fuza, Ângela Francine
author_facet Fuza, Ângela Francine
Gomes, Adriana Fernanda Pilati
author_role author
author2 Gomes, Adriana Fernanda Pilati
author2_role author
dc.contributor.author.fl_str_mv Fuza, Ângela Francine
Gomes, Adriana Fernanda Pilati
dc.subject.por.fl_str_mv Reading
Inference
Descriptor
High School
Lectura
Inferencia
Descriptor
Enseñanza Media
Leitura
Inferência
Descritor
Ensino Médio
topic Reading
Inference
Descriptor
High School
Lectura
Inferencia
Descriptor
Enseñanza Media
Leitura
Inferência
Descritor
Ensino Médio
description This article aimed at analyzing how the ability to “infer implicit information in a text” was developed in reading chronicles with 2nd grade high school students. In light of the interactionist conceptions of language and reading, diagnostic activities, intervention workshops and final assessment were developed. The results showed greater appropriation of the skill by those students who established textual and extratextual inferences, revealing that they are in the process of development to reach the maximum horizon of comprehension. The study reinforces the need for continuous work with the ability, since it is one of the most complex in the reader’s development process.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-11
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://revistas.ufg.br/sig/article/view/70247
10.5216/sig.v34.70247
url https://revistas.ufg.br/sig/article/view/70247
identifier_str_mv 10.5216/sig.v34.70247
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://revistas.ufg.br/sig/article/view/70247/38250
dc.rights.driver.fl_str_mv Copyright (c) 2022 Signótica
https://creativecommons.org/licenses/by-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Signótica
https://creativecommons.org/licenses/by-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Signótica; Vol. 34 (2022); e70247
Signótica; v. 34 (2022); e70247
2316-3690
0103-7250
reponame:Signótica (Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Signótica (Online)
collection Signótica (Online)
repository.name.fl_str_mv Signótica (Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv signotica@gmail.com
_version_ 1799875046780436480

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