Informative intervention programs to reading comprehension: Development and implementation

Detalhes bibliográficos
Autor(a) principal: Cunha, Vera Lúcia Orlandi [UNESP]
Data de Publicação: 2017
Outros Autores: Capellini, Simone Aparecida [UNESP]
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/1982-02752017000300009
http://hdl.handle.net/11449/212306
Resumo: The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.
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spelling Informative intervention programs to reading comprehension: Development and implementationProgramas de intervenção informativos para a compreensão de leitura: elaboração e aplicaçãoComprehensionEducationReadingReading skillsCompreensãoEducaçãoLeituraHabilidades para leituraThe objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.O estudo teve como objetivo elaborar dois programas de intervenção para a compreensão de leitura, sendo um para textos narrativos e outro para textos expositivos, para aplicação em sala de aula pelos professores do 3º ao 5º ano do Ensino Fundamental I. A investigação buscou também verificar a aplicabilidade dos programas junto aos alunos. Participaram da pesquisa 143 escolares de três turmas do Ensino Fundamental I (3o, 4o e 5o anos). Os escolares foram avaliados pré e pós-aplicação dos programas. Houve diferenças significantes nas respostas das perguntas inferenciais de macroestrutura sobre os textos narrativos nos três grupos estudados e, para o grupo do 5º ano, nos textos expositivos, com desempenho superior dos escolares submetidos aos programas. As estratégias dos programas informativos se mostraram mais eficazes quando utilizadas para a leitura dos textos narrativos em comparação à leitura de textos expositivos, o que aponta a necessidade de revisão das estratégias utilizadas, em estudos futuros.Universidade Estadual Paulista “Júlio de Mesquita Filho”, Departamento de FonoaudiologiaUniversidade Estadual Paulista “Júlio de Mesquita Filho”, Departamento de FonoaudiologiaPrograma de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de CampinasUniversidade Estadual Paulista (Unesp)Cunha, Vera Lúcia Orlandi [UNESP]Capellini, Simone Aparecida [UNESP]2021-07-14T10:37:50Z2021-07-14T10:37:50Z2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article411-422application/pdfhttp://dx.doi.org/10.1590/1982-02752017000300009Estudos de Psicologia (Campinas). Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas, v. 34, n. 03, p. 411-422, 2017.1982-0275http://hdl.handle.net/11449/21230610.1590/1982-02752017000300009S0103-166X2017000300411S0103-166X2017000300411.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengEstudos de Psicologia (Campinas)info:eu-repo/semantics/openAccess2024-08-09T17:40:18Zoai:repositorio.unesp.br:11449/212306Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-09T17:40:18Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Informative intervention programs to reading comprehension: Development and implementation
Programas de intervenção informativos para a compreensão de leitura: elaboração e aplicação
title Informative intervention programs to reading comprehension: Development and implementation
spellingShingle Informative intervention programs to reading comprehension: Development and implementation
Cunha, Vera Lúcia Orlandi [UNESP]
Comprehension
Education
Reading
Reading skills
Compreensão
Educação
Leitura
Habilidades para leitura
title_short Informative intervention programs to reading comprehension: Development and implementation
title_full Informative intervention programs to reading comprehension: Development and implementation
title_fullStr Informative intervention programs to reading comprehension: Development and implementation
title_full_unstemmed Informative intervention programs to reading comprehension: Development and implementation
title_sort Informative intervention programs to reading comprehension: Development and implementation
author Cunha, Vera Lúcia Orlandi [UNESP]
author_facet Cunha, Vera Lúcia Orlandi [UNESP]
Capellini, Simone Aparecida [UNESP]
author_role author
author2 Capellini, Simone Aparecida [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Cunha, Vera Lúcia Orlandi [UNESP]
Capellini, Simone Aparecida [UNESP]
dc.subject.por.fl_str_mv Comprehension
Education
Reading
Reading skills
Compreensão
Educação
Leitura
Habilidades para leitura
topic Comprehension
Education
Reading
Reading skills
Compreensão
Educação
Leitura
Habilidades para leitura
description The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.
publishDate 2017
dc.date.none.fl_str_mv 2017
2021-07-14T10:37:50Z
2021-07-14T10:37:50Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/1982-02752017000300009
Estudos de Psicologia (Campinas). Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas, v. 34, n. 03, p. 411-422, 2017.
1982-0275
http://hdl.handle.net/11449/212306
10.1590/1982-02752017000300009
S0103-166X2017000300411
S0103-166X2017000300411.pdf
url http://dx.doi.org/10.1590/1982-02752017000300009
http://hdl.handle.net/11449/212306
identifier_str_mv Estudos de Psicologia (Campinas). Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas, v. 34, n. 03, p. 411-422, 2017.
1982-0275
10.1590/1982-02752017000300009
S0103-166X2017000300411
S0103-166X2017000300411.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Estudos de Psicologia (Campinas)
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 411-422
application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas
publisher.none.fl_str_mv Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808128213311815680

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