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Publication
O estudo dos hábitos e práticas de leitura de histórias na família e a sua relação com os conhecimentos das crianças no início da escolaridade
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Advisor(s)
Abstract(s)
Observa-se um crescente aumento do desinteresse pela leitura, e como consequência, a
literatura atribui cada vez mais importância à leitura de histórias em contexto familiar e aos
benefícios que dela advêm. A leitura de histórias apresenta-se como uma actividade relevante
pela riqueza das interacções proporcionadas. Estas poderão facilitar e permitir o
desenvolvimento precoce de forma lúdica e positiva, facilitando a transmissão de conceitos,
conhecimentos e competências de literacia, podendo influenciar de forma positiva a
motivação e o processo de aprendizagem da linguagem. Investigou-se a relação entre os
hábitos de leitura em ambiente familiar e a sua relação com os conhecimentos de literacia das
crianças em início de escolaridade. Realizou-se um estudo quantitativo, descritivo e
correlacional, onde participaram 48 crianças, de 6/7 anos, a frequentar o 1º ano de
escolaridade, respectivos pais e professores. Os instrumentos utilizados foram: crianças:
TLTLE; adaptação do Questionário de Avaliação da Motivação para a Leitura – Eu e a
leitura; Teste de Reconhecimento de Palavras para os dois primeiros anos de escolaridade
(subprova Reconhecimento de Palavras); e WISC–III (subprova Vocabulário). Pais:
adaptação do Questionário – Práticas e Hábitos de Literacia. Professores: Questionário para
Avaliação de Competências de leitura das crianças. Os resultados mostram não haver relação
entre frequência de leitura de histórias com a motivação, nem com o vocabulário. Quanto ao
número de livros infantis que os pais conhecem, verificam-se associações significativas com
os conhecimentos das crianças e com as competências de leitura avaliadas pelos professores.
Demonstrou-se que os pais mantêm hábitos de leitura, mas com menor frequência e tempo.
ABSTRACT: Nowadays there is an increasing lack of interest in reading, and consequently, the literature attaches increasingly importance to storytelling in family context and the benefits that come from it .The storytelling presents itself as a relevant activity provided by the richness of interactions. These may facilitate and allow the early development of playful and positive way, facilitating the transmission of concepts, knowledge and literacy skills, may positively influence the motivation and the process of language learning. Was investigated the relationship between the reading habits in a family environment and its relationship with the literacy skills of children in early education. Was performed a quantitative, descriptive, correlational study, where 48 children participated, between 6/7 years, attending the 1st grade, respective parents and teachers. The instruments used were: children: TLTLE; adaptation of the Assessment Questionnaire Motivation for Reading - Me and reading; Word Recognition Test for the first two years of schooling (subtest Recognition of Words); and WISC–III (subtest Vocabulary). Parents: adaptation of the Questionnaire - Literacy Practices and Habits. Teachers: Competency Assessment Questionnaire for Children Reading. The results show no relationship between frequencies of reading stories with motivation, neither with the vocabulary. Regarding the number of children's books that parents know, there are significant associations with the knowledge of children and reading skills assessed by teachers. It has been demonstrated that the parents keep reading habits, but with less frequency and time.
ABSTRACT: Nowadays there is an increasing lack of interest in reading, and consequently, the literature attaches increasingly importance to storytelling in family context and the benefits that come from it .The storytelling presents itself as a relevant activity provided by the richness of interactions. These may facilitate and allow the early development of playful and positive way, facilitating the transmission of concepts, knowledge and literacy skills, may positively influence the motivation and the process of language learning. Was investigated the relationship between the reading habits in a family environment and its relationship with the literacy skills of children in early education. Was performed a quantitative, descriptive, correlational study, where 48 children participated, between 6/7 years, attending the 1st grade, respective parents and teachers. The instruments used were: children: TLTLE; adaptation of the Assessment Questionnaire Motivation for Reading - Me and reading; Word Recognition Test for the first two years of schooling (subtest Recognition of Words); and WISC–III (subtest Vocabulary). Parents: adaptation of the Questionnaire - Literacy Practices and Habits. Teachers: Competency Assessment Questionnaire for Children Reading. The results show no relationship between frequencies of reading stories with motivation, neither with the vocabulary. Regarding the number of children's books that parents know, there are significant associations with the knowledge of children and reading skills assessed by teachers. It has been demonstrated that the parents keep reading habits, but with less frequency and time.
Description
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário
Keywords
Práticas de literacia familiar Leitura de histórias Conhecimentos de literacia das crianças Practices of family literacy Reading stories Literacy skills of children