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Publication
Promoção da escrita no 1ºCiclo do Ensino Básico: Desafios e estratégias
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Abstract(s)
O presente estudo é exploratório e tem como objetivo geral identificar alterações decorrentes da aplicação de um programa de intervenção na área da leitura e da escrita em crianças do 3º ano do 1º ciclo do Ensino Básico, com idades compreendidas entre os 8 e os 10 anos.
A intervenção pedagógica foi realizada através da aplicação de um programa de promoção da leitura e na escrita, que criámos especialmente para este estudo. O programa trabalhou áreas, como a ortografia, a produção de texto e a leitura. Foi implementado pela professora titular em contexto de sala de aula, em pequenos grupos. Os alunos foram avaliados antes e após a intervenção, com o objetivo de saber se este programa originou melhorias na leitura e na escrita.
A comparação dos resultados entre a fase anterior ao início da intervenção e os resultados obtidos após a intervenção revela uma evolução positiva, mas não significativa, para a maior parte dos itens avaliados, exceto para a avaliação dos erros na composição, onde se verificou uma redução estatisticamente significativa após a aplicação do programa de intervenção.
The present study is exploratory and the general objective is to identify changes resulting from the application of an intervention program in the area of reading and writing in children of the 3rd year of the 1st cycle of Basic Education, aged between 8 and 10 years. The pedagogical intervention was carried out through the application of a reading and writing promotion program specially created for this study. The program worked on areas such as spelling, text production and reading. The program was implemented by the classroom teacher in small groups. The students were evaluated before and after the intervention, in order to know if this program resulted in improvements in reading and writing. The comparison of the results between the pre-intervention phase and the results obtained after the intervention reveals a positive, but not significant, evolution for most of the evaluated items, except for the evaluation of the errors in the composition, where there was a reduction after application of the intervention program.
The present study is exploratory and the general objective is to identify changes resulting from the application of an intervention program in the area of reading and writing in children of the 3rd year of the 1st cycle of Basic Education, aged between 8 and 10 years. The pedagogical intervention was carried out through the application of a reading and writing promotion program specially created for this study. The program worked on areas such as spelling, text production and reading. The program was implemented by the classroom teacher in small groups. The students were evaluated before and after the intervention, in order to know if this program resulted in improvements in reading and writing. The comparison of the results between the pre-intervention phase and the results obtained after the intervention reveals a positive, but not significant, evolution for most of the evaluated items, except for the evaluation of the errors in the composition, where there was a reduction after application of the intervention program.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Escrita Leitura Intervenção. Writing Reading. Intervention