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Importância do envolvimento parental, de práticas e ambiente de literacia para a promoção de hábitos de leitura nas crianças e, para um melhor desempenho das mesmas em leitura
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Abstract(s)
O presente estudo tem como objetivos analisar de que modo práticas de envolvimento de diferentes tipos estão relacionadas entre si e quais os fatores que as poderão condicionar; e, caraterizar hábitos de leitura das crianças e compreender de que forma estão relacionados com o ambiente de literacia, o suporte familiar e o seu desempenho escolar em leitura.
Contou-se com a participação de 147 crianças a frequentar o 3.º e o 4.º ano de escolaridade, de quatro escolas; mas também dos seus encarregados de educação e professores titulares de turma.
As crianças responderam a um questionário, aplicado em contexto escolar que pretendia sobretudo caraterizar os seus hábitos de leitura e ambiente de literacia familiar. Por sua vez, o questionário relativo aos encarregados de educação pretendia caraterizar a ocorrência de práticas desenvolvidas, pelos mesmos, quer de envolvimento (comunicação e suporte), quer de literacia (treino/rotina/entretenimento) e associá-las à sua perceção de autoeficácia. Com o questionário referente aos professores pretendíamos uma avaliação do desempenho das crianças em leitura.
Os resultados obtidos sugerem que existem relações significativas entre as Práticas de Envolvimento e Práticas de Literacia; Práticas de Envolvimento e Práticas de Literacia com Autoeficácia, os pais que se sentem mais eficazes são os que desenvolvem mais práticas e se envolvem mais na educação e escolaridade dos seus filhos; Hábitos de Leitura dos pais e Hábitos de Leitura dos filhos, pais com maiores hábitos de leitura, modelam, impulsionam e proporcionam um melhor ambiente de literacia aos seus filhos; e Hábitos de leitura e Desempenho em Leitura, quanto mais hábitos de leitura, melhor será o desempenho das crianças em leitura.
ABSTRACT: The goals of this study are to analyze the relationship between different involvement practices and the factors that might influence them, and to describe children’s reading habits as well as their association with the literacy environment, family support and children’s school performance in reading. The participants were 147 children attending third and fourth grades in four schools and also their parents and teachers. Children completed a questionnaire applied in the school context whose major aim was to describe their reading habits and family literacy environment. On the other hand, parents’ questionnaire was developed to assess the frequency of involvement practices (communication and support) and literacy practices (training/routine/entertainment) as well as their association with parents’ perception of self-efficacy. Teachers’ questionnaire intended to assess children’s reading performance. The obtained results suggest that there are representative relationships between Involvement Practices and Literacy Practices; Involvement Practices and Literacy Practices with Self-Efficacy, parents who feel more efficient are the ones who develop more practices and show greater involvement in their children’s education; Parents’ Reading Habits and Children’s Reading Habits, parents who read more often provide better literacy environment for their children; and Reading Habits and Reading Performance, children with better reading habits also demonstrate better reading performance.
ABSTRACT: The goals of this study are to analyze the relationship between different involvement practices and the factors that might influence them, and to describe children’s reading habits as well as their association with the literacy environment, family support and children’s school performance in reading. The participants were 147 children attending third and fourth grades in four schools and also their parents and teachers. Children completed a questionnaire applied in the school context whose major aim was to describe their reading habits and family literacy environment. On the other hand, parents’ questionnaire was developed to assess the frequency of involvement practices (communication and support) and literacy practices (training/routine/entertainment) as well as their association with parents’ perception of self-efficacy. Teachers’ questionnaire intended to assess children’s reading performance. The obtained results suggest that there are representative relationships between Involvement Practices and Literacy Practices; Involvement Practices and Literacy Practices with Self-Efficacy, parents who feel more efficient are the ones who develop more practices and show greater involvement in their children’s education; Parents’ Reading Habits and Children’s Reading Habits, parents who read more often provide better literacy environment for their children; and Reading Habits and Reading Performance, children with better reading habits also demonstrate better reading performance.
Description
Dissertação de mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Envolvimento parental Literacia familiar Hábitos de leitura Parental involvement Family literacy Reading habits