Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention

Detalhes bibliográficos
Autor(a) principal: Mezzalira Gomes, Maria Aparecida
Data de Publicação: 2011
Outros Autores: Boruchovitch, Evely
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17536
Resumo: The purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.
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spelling Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical InterventionAprendizagem Autorregulada da Leitura:: Resultados Positivos de uma Intervenção PsicopedagógicaAprendizagem autorreguladaCompreensão em leituraEstratégias de aprendizagemIntervenção psicopedagógicaLeituraMetacogniçãoSelf-regulated learningReading comprehensionLearning strategiesReadingMeta-cognitionPedagogical interventionThe purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.O objetivo deste estudo foi avaliar os efeitos de uma intervenção psicopedagógica na compreensão leitora de alunos de quarta série de uma escola pública do Ensino Fundamental. Participaram duas turmas, com 28 estudantes cada, que foram sorteadas para compor dois grupos: Experimental e Controle. Os estudantes foram avaliados por meio de questionário Informativo, de Escala de Estratégias de Aprendizagem e de Testes Cloze, em três momentos. O Grupo Experimental participou de sete sessões de intervenção recebendo instrução em estratégias de aprendizagem gerais e específicas para a leitura, estímulos à metacognição, apoio motivacional e orientação para estudo. Os resultados mostram progressos em compreensão leitora nos dois grupos, porém os ganhos foram maiores e mais consistentes no Grupo Experimental.Instituto de Psicologia - Universidade de Brasília2011-09-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17536Psicologia: Teoria e Pesquisa; Vol. 27 No. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299Psicologia: Teoria e Pesquisa; Vol. 27 Núm. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299Psicologia: Teoria e Pesquisa; Vol. 27 No. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299Psicologia: Teoria e Pesquisa; v. 27 n. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-2991806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17536/16048https://periodicos.unb.br/index.php/revistaptp/article/view/17536/16824Mezzalira Gomes, Maria AparecidaBoruchovitch, Evelyinfo:eu-repo/semantics/openAccess2018-10-24T17:05:31Zoai:ojs.pkp.sfu.ca:article/17536Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-24T17:05:31Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
Aprendizagem Autorregulada da Leitura:: Resultados Positivos de uma Intervenção Psicopedagógica
title Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
spellingShingle Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
Mezzalira Gomes, Maria Aparecida
Aprendizagem autorregulada
Compreensão em leitura
Estratégias de aprendizagem
Intervenção psicopedagógica
Leitura
Metacognição
Self-regulated learning
Reading comprehension
Learning strategies
Reading
Meta-cognition
Pedagogical intervention
title_short Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
title_full Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
title_fullStr Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
title_full_unstemmed Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
title_sort Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention
author Mezzalira Gomes, Maria Aparecida
author_facet Mezzalira Gomes, Maria Aparecida
Boruchovitch, Evely
author_role author
author2 Boruchovitch, Evely
author2_role author
dc.contributor.author.fl_str_mv Mezzalira Gomes, Maria Aparecida
Boruchovitch, Evely
dc.subject.por.fl_str_mv Aprendizagem autorregulada
Compreensão em leitura
Estratégias de aprendizagem
Intervenção psicopedagógica
Leitura
Metacognição
Self-regulated learning
Reading comprehension
Learning strategies
Reading
Meta-cognition
Pedagogical intervention
topic Aprendizagem autorregulada
Compreensão em leitura
Estratégias de aprendizagem
Intervenção psicopedagógica
Leitura
Metacognição
Self-regulated learning
Reading comprehension
Learning strategies
Reading
Meta-cognition
Pedagogical intervention
description The purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.
publishDate 2011
dc.date.none.fl_str_mv 2011-09-22
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://periodicos.unb.br/index.php/revistaptp/article/view/17536
url https://periodicos.unb.br/index.php/revistaptp/article/view/17536
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17536/16048
https://periodicos.unb.br/index.php/revistaptp/article/view/17536/16824
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 27 No. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299
Psicologia: Teoria e Pesquisa; Vol. 27 Núm. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299
Psicologia: Teoria e Pesquisa; Vol. 27 No. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299
Psicologia: Teoria e Pesquisa; v. 27 n. 3 (2011): Revista Psicologia: teoria e pesquisa; 291-299
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
_version_ 1800211712229507072

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