Strategies reading and teacher's mediation: the form of challenge readers in third year of elementary school

• Autor(a) principal: Rossi, Maria Aparecida Lopes
• Data de Publicação: 2016
• Outros Autores: Peres, Selma Martines, Silva, Fernanda Siqueira da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/8906
• topic: Reading strategies. Pedagogical mediation. Reader formation.; Estrategias de lectura. Mediación pedagógica. Formación del lector.; Estratégias de leitura. Mediação pedagógica. Formação do leitor.

This article discusses research data held in a city in southeast of Goiás, in order to see how it has developed the work with reading the third year of elementary school and which reading strategies are used in the work in the classrooms. The survey was conducted from a qualitative approach of ethnographic character. Was held a semi-structured interview and observed five classes as data collection instrument. In the context of this discussion, we render problematic the data collected during the observations. The theoretical and conceptual framework of reading strategies is expressed from Masetto studies, Solé, and Moura Martins, Girotto and Souza Antunes among others. These studies highlight the teacher's role in the formation of readers, which must propose strategies, procedures and activities that facilitate and provide the reading comprehension of students. At the end of the analysis , we can highlight five lessons aimed at teaching reading, in two of them the main aim was to bring students to memorize the spelling and grammatical content. The most used reading strategies were predicting held and inference.