INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS?
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/25098 |
Resumo: | The theory and research in reading comprehension (RC) make it clear that this ability doesn’t result automatically from the capacity of decoding a text because it involves linguistic and cognitive components that need to operate together with decoding fluency. Therefore, the ability to understand must be seen as an object of teaching and must be pursued by school instruction. Intervention studies – and the meta-analysis on them – indicate effective interventions for fostering the ability. However, the application of scientific evidence to teacher’s practice in the classroom is not simple or immediate, and requires new elaboration. This integrative review article examines a group of meta-analyses about intervention studies in RC, in order to verify the types of instruction analyzed, it’s effectiveness and the main aspects that impacted this effect. Highlights among the findings: the teaching of strategies favors all students profiles (with or without difficulties or at risk); there are more recommended strategies than others, such as setting reading goals (facilitates the monitoring), asking questions about the text (during the reading, by the teacher and the students), using written activities about the text. Furthermore, there is an important moderator effect related to who applies the instruction: the effectiveness diminishes when the teacher is the applicator. The complexity of the application and the preparation it requires indicate that as important as the development of programs in CL is the training of teachers who will implement them. |
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INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS?INSTRUCCIONES PARA LEER ENTENDIMIENTO EN EL AULA: ¿QUÉ PODEMOS APRENDER DEL META-ANÁLISIS?INSTRUÇÃO EM COMPREENSÃO DE LEITURA NA SALA DE AULA: O QUE PODEMOS APRENDER COM AS META-ANÁLISES?Compreensão de LeituraMeta-análiseIntervençãoReading ComprehensionMeta-analysisInterventionComprensión de LecturaMetaanálisisIntervenciónThe theory and research in reading comprehension (RC) make it clear that this ability doesn’t result automatically from the capacity of decoding a text because it involves linguistic and cognitive components that need to operate together with decoding fluency. Therefore, the ability to understand must be seen as an object of teaching and must be pursued by school instruction. Intervention studies – and the meta-analysis on them – indicate effective interventions for fostering the ability. However, the application of scientific evidence to teacher’s practice in the classroom is not simple or immediate, and requires new elaboration. This integrative review article examines a group of meta-analyses about intervention studies in RC, in order to verify the types of instruction analyzed, it’s effectiveness and the main aspects that impacted this effect. Highlights among the findings: the teaching of strategies favors all students profiles (with or without difficulties or at risk); there are more recommended strategies than others, such as setting reading goals (facilitates the monitoring), asking questions about the text (during the reading, by the teacher and the students), using written activities about the text. Furthermore, there is an important moderator effect related to who applies the instruction: the effectiveness diminishes when the teacher is the applicator. The complexity of the application and the preparation it requires indicate that as important as the development of programs in CL is the training of teachers who will implement them.La teoría y la investigación en comprensión de lectura (CL) aclaran que la capacidad no resulta automáticamente de la capacidad de decodificar un texto, ya que involucra componentes lingüísticos y cognitivos que deben operar junto con una decodificación fluida. Por lo tanto, la capacidad de entender debe verse como un objeto de enseñanza y debe ser el objetivo de la instrucción escolar. La investigación de intervención, y los metaanálisis sobre ella, indican las propuestas de instrucción que favorecen el desarrollo de la habilidad. Sin embargo, la aplicación de evidencia científica a la práctica del maestro en el aula no es simple ni inmediata, y requiere una nueva elaboración. Este artículo de revisión integradora analiza una serie de metaanálisis sobre investigaciones de intervención en CL, con el objetivo de verificar los tipos de instrucción estudiados, su efectividad y los principales aspectos que han impactado este efecto. Entre los hallazgos, se destacan los siguientes: la enseñanza de estrategias favorece todos los perfiles de los estudiantes; existen estrategias más recomendadas que otras, como el establecimiento previo del objetivo de lectura, la formulación de preguntas sobre el texto, el uso de actividades de escritura en el texto. Aún así, hay un efecto moderador importante de quienes aplican la instrucción: la efectividad disminuye cuando es el maestro quien la aplica. La complejidad de la aplicación y la preparación que requiere indican que tan importante cuanto el desarrollo de programas en CL es la capacitación de los maestros que la implementarán.A teoria e a pesquisa em compreensão de leitura (CL) deixam claro que a habilidade não decorre automaticamente da capacidade de decodificar um texto, pois envolve componentes linguísticos e cognitivos que precisam operar junto com a decodificação fluente. Por isso a habilidade de compreender precisa ser encarada como um objeto de ensino, e deve ser alvo de instrução escolar. Pesquisas de intervenção – e meta-análises sobre elas - indicam as propostas instrucionais que favorecem o desenvolvimento da habilidade. Entretanto, a aplicação da evidência científica para a prática do professor em sala de aula não é simples nem imediata, e requer nova elaboração. Este artigo de revisão integrativa examina um conjunto de meta-análises de estudos de intervenção em CL, com o objetivo de verificar os tipos de instrução analisados, sua efetividade e os principais aspectos que impactaram esse efeito. Destacam-se entre os achados: o ensino de estratégias favorece todos os perfis de alunos (sem ou com dificuldades, ou sob risco); há estratégias mais recomendadas que outras, como o estabelecimento prévio do objetivo da leitura (facilita o monitoramento), a realização de perguntas sobre o texto (durante a leitura, pelo professor e pelos alunos), e o uso de atividades de escrita sobre o texto. Ainda, há um efeito moderador importante de quem aplica a instrução: a efetividade diminui quando é o professor quem aplica. A complexidade da aplicação e o preparo que ela requer indicam que tão importante quanto a elaboração de programas em CL é a formação dos professores que irão implementá-lo.Educação em Revista 2023-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por ParesTextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25098Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25098/37166https://periodicos.ufmg.br/index.php/edrevista/article/view/25098/37167Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVellinho Corso, HelenaMayer Nunes, DéboraFulginiti de Assis, Évelin2023-07-19T13:49:07Zoai:periodicos.ufmg.br:article/25098Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-07-19T13:49:07Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? INSTRUCCIONES PARA LEER ENTENDIMIENTO EN EL AULA: ¿QUÉ PODEMOS APRENDER DEL META-ANÁLISIS? INSTRUÇÃO EM COMPREENSÃO DE LEITURA NA SALA DE AULA: O QUE PODEMOS APRENDER COM AS META-ANÁLISES? |
title |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
spellingShingle |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? Vellinho Corso, Helena Compreensão de Leitura Meta-análise Intervenção Reading Comprehension Meta-analysis Intervention Comprensión de Lectura Metaanálisis Intervención |
title_short |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
title_full |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
title_fullStr |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
title_full_unstemmed |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
title_sort |
INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS? |
author |
Vellinho Corso, Helena |
author_facet |
Vellinho Corso, Helena Mayer Nunes, Débora Fulginiti de Assis, Évelin |
author_role |
author |
author2 |
Mayer Nunes, Débora Fulginiti de Assis, Évelin |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vellinho Corso, Helena Mayer Nunes, Débora Fulginiti de Assis, Évelin |
dc.subject.por.fl_str_mv |
Compreensão de Leitura Meta-análise Intervenção Reading Comprehension Meta-analysis Intervention Comprensión de Lectura Metaanálisis Intervención |
topic |
Compreensão de Leitura Meta-análise Intervenção Reading Comprehension Meta-analysis Intervention Comprensión de Lectura Metaanálisis Intervención |
description |
The theory and research in reading comprehension (RC) make it clear that this ability doesn’t result automatically from the capacity of decoding a text because it involves linguistic and cognitive components that need to operate together with decoding fluency. Therefore, the ability to understand must be seen as an object of teaching and must be pursued by school instruction. Intervention studies – and the meta-analysis on them – indicate effective interventions for fostering the ability. However, the application of scientific evidence to teacher’s practice in the classroom is not simple or immediate, and requires new elaboration. This integrative review article examines a group of meta-analyses about intervention studies in RC, in order to verify the types of instruction analyzed, it’s effectiveness and the main aspects that impacted this effect. Highlights among the findings: the teaching of strategies favors all students profiles (with or without difficulties or at risk); there are more recommended strategies than others, such as setting reading goals (facilitates the monitoring), asking questions about the text (during the reading, by the teacher and the students), using written activities about the text. Furthermore, there is an important moderator effect related to who applies the instruction: the effectiveness diminishes when the teacher is the applicator. The complexity of the application and the preparation it requires indicate that as important as the development of programs in CL is the training of teachers who will implement them. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares Avaliado por Pares Texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/25098 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/25098 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/25098/37166 https://periodicos.ufmg.br/index.php/edrevista/article/view/25098/37167 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 39 (2023) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
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UFMG |
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UFMG |
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Educação em Revista |
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Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
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||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
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