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Motivação para a leitura e hábitos de leitura num programa de leitura/educação assistida por animais.
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Abstract(s)
O presente estudo tem como objectivo avaliar o impacto de um programa de leitura assistida por animais ao nível da motivação para a leitura e dos hábitos de leitura. Para isso participaram neste estudo 80 alunos de 4 turmas do 1º ano de escolaridade, duas como grupo experimental e as outras duas como grupo de controlo, participaram também 61 encarregados de educação.
Os instrumentos utilizados com as crianças foram um pequeno questionário sobre hábitos de leitura, uma escala de motivação para a leitura adaptada da escala de autoconceito de leitor de Mata, Monteiro e Peixoto (2008) e uma escala de emoções adaptada a partir da escala de Pekrun, Lichtenfeld, Killi, Reiss (2007) Achievement Emotions Questionnaire – Elementary School (AEQ-Elementary School). Aos pais foi aplicado um questionário de práticas de literacia familiar adaptado de Mata e Pacheco (2009).
As áreas em que se verificaram ganhos mais significativos para os participantes do programa foram nas dimensões de valor e importância da leitura e no prazer da leitura. Também se verificaram ganhos significativos para o grupo do programa no questionário dos pais na dimensão de tempo de leitura de histórias. Na dimensão de autoconceito o grupo de controlo teve mais ganhos do que o grupo que participou no programa, nas restantes dimensões: reconhecimento social, aborrecimento e ansiedade não se verificaram diferenças significativas entre os grupos.
ABSTRACT: The purpose of this study is to evaluate the impact of an animal assisted reading program based on the motivation and habits of reading. For this, 80 students (from four 1st year classes – two as part of the experimental group and the other two as the control group) participated. It was also required the contribution of 61 participative parents The instruments used with the children were a small questionnaire about reading habits, a reading motivation scale adapted from the reader's self-concept scale by Mata, Monteiro and Peixoto (2008) and an emotions scale adapted from the scale of Pekrun, Lichtenfeld, Killi, Reiss (2007), Achievement Emotions Questionnaire - Elementary School (AEQ-Elementary School). We also used a questionnaire about family literacy practices adapted from Mata and Pacheco (2009) that was applied to the parents. The areas in which the most significant gains for program participants were found were on the dimension of value and importance of reading and the enjoyment of reading. There were also significant gains for the program group in the parents questionnaire in the story reading time. In the self-concept dimension, the control group had more gains than the group that participated in the program, in the other dimensions: social recognition, annoyance, anxiety, and reading habits there were no gains or significant differences between the groups.
ABSTRACT: The purpose of this study is to evaluate the impact of an animal assisted reading program based on the motivation and habits of reading. For this, 80 students (from four 1st year classes – two as part of the experimental group and the other two as the control group) participated. It was also required the contribution of 61 participative parents The instruments used with the children were a small questionnaire about reading habits, a reading motivation scale adapted from the reader's self-concept scale by Mata, Monteiro and Peixoto (2008) and an emotions scale adapted from the scale of Pekrun, Lichtenfeld, Killi, Reiss (2007), Achievement Emotions Questionnaire - Elementary School (AEQ-Elementary School). We also used a questionnaire about family literacy practices adapted from Mata and Pacheco (2009) that was applied to the parents. The areas in which the most significant gains for program participants were found were on the dimension of value and importance of reading and the enjoyment of reading. There were also significant gains for the program group in the parents questionnaire in the story reading time. In the self-concept dimension, the control group had more gains than the group that participated in the program, in the other dimensions: social recognition, annoyance, anxiety, and reading habits there were no gains or significant differences between the groups.
Description
Dissertação de mestrado apresentada no ISPA - Instituto Universário
Keywords
Motivação para a leitura Educação assistida por animais Leitura assistida por animais Reading motivation Animal-assisted education Animal-assisted reading