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Publication
Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar
Advisor(s)
Abstract(s)
O presente estudo pretendeu investigar, se um programa de leitura dialógica com crianças em idade pré-escolar, tem implicações no desenvolvimento da sua linguagem oral, especificamente, ao nível do vocabulário, compreensão e reconto de histórias.
A leitura dialógica envolve uma troca de papéis entre o adulto e a criança, em que o adulto funciona como ouvinte ativo e questionador, enquanto a criança aprende a ser a “contadora” da história, sendo reconhecido pela investigação relativa aos programas de leitura dialógica que esta participação ativa durante a leitura contribui positivamente para o desenvolvimento da linguagem.
A presente investigação é de natureza quase-experimental, sendo composta por várias fases sequenciais: (1) fase de pré-teste, na qual as crianças foram submetidas a uma avaliação individual; (2) fase de intervenção, na qual foram estabelecidos 2 grupos- um grupo experimental com quem foi implementado um programa de leitura dialógica e um grupo de controlo com quem foi desenvolvido um programa de leitura tradicional; (3) fase de pós-teste, com vista a uma nova reavaliação nas mesmas áreas do pré-teste. Esta investigação contou com a colaboração de 26 crianças de 5 anos de idade.
A partir da análise dos resultados é notório que no pré-teste o grupo experimental e de controlo apresentam resultados relativamente próximos e que após a implementação dos programas as crianças do grupo experimental tiveram melhores resultados no vocabulário, compreensão e reconto de histórias, comparativamente com as crianças do grupo de controlo.
The present study sought to test, if a dialogic Reading program with preschool children has an impact on the development of their oral language, namely on their vocabulary, comprehension and story retelling. Dialogic reading holds an exchange of roles between the adult and the child, in which the adult functions as an active listener and a questioner, while the child learns to be the storyteller. It is widely recognized by the investigation of dialogic reading programs that this active participation during reading positively contributes to the development of child language. This investigation is a quasi-experimental study, being composed of several sequential phases: (1) pre-test phase, in which the children were submitted to an individual evaluation; (2) intervention phase, in which 2 groups were established - an experimental group that was submitted to a dialogic reading program and a control group that went through a traditional reading program (3) post-test phase, in which the same areas of the pre-test were re-evaluated. This research has involved the participation of 26 five-year-old children. The results show that in the pre-test, the experimental and control groups had relatively close results and that, after the implementation of a dialogic reading program, the experimental group children had better results in their vocabulary, comprehension and story retelling, than the control group children.
The present study sought to test, if a dialogic Reading program with preschool children has an impact on the development of their oral language, namely on their vocabulary, comprehension and story retelling. Dialogic reading holds an exchange of roles between the adult and the child, in which the adult functions as an active listener and a questioner, while the child learns to be the storyteller. It is widely recognized by the investigation of dialogic reading programs that this active participation during reading positively contributes to the development of child language. This investigation is a quasi-experimental study, being composed of several sequential phases: (1) pre-test phase, in which the children were submitted to an individual evaluation; (2) intervention phase, in which 2 groups were established - an experimental group that was submitted to a dialogic reading program and a control group that went through a traditional reading program (3) post-test phase, in which the same areas of the pre-test were re-evaluated. This research has involved the participation of 26 five-year-old children. The results show that in the pre-test, the experimental and control groups had relatively close results and that, after the implementation of a dialogic reading program, the experimental group children had better results in their vocabulary, comprehension and story retelling, than the control group children.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Leitura dialógica Leitura de histórias Crianças de idade pré-escolar Dialogic reading Storybook reading Preschool children