promovendo a compreensão de textos em estudantes alfabetizados na infância e na idade adulta promoting reading comprehension in literate students in childhood and adulthood

Clicks: 264
ID: 225005
2010
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Abstract
Este estudo propõe uma análise e comparação do processo de compreensão de textos em alunos alfabetizados na idade adulta e alunos alfabetizados na infância. Participaram desta pesquisa 49 alunos adultos alfabetizados, do sexo masculino, com idade superior a 18 anos, frequentadores de instituições públicas ou privadas. Sendo que 29 universitários foram alfabetizados na infância (AC) e os outros 20 foram alunos alfabetizados na idade adulta (AA), sendo frequentadores do primeiro segmento do ensino fundamental, de classes de educação de jovens e adultos. Foram realizadas três etapas: no pré-teste, ambos os grupos, após a leitura de um texto, responderam um questionário e somente aqueles que obtiveram menos de 50% de acertos participaram da intervenção e do pós-teste. Na etapa da intervenção, os leitores menos habilidosos elaboraram um roteiro para a melhoria da compreensão de textos com a orientação do pesquisador. No pós-teste, esses mesmos participantes responderam um novo questionário, após a leitura de um novo texto. As comparações entre os resultados do pré e pós-teste mostraram que os leitores menos habilidosos melhoraram seus desempenhos nos níveis de compreensão textual, principalmente na macroestrutura e na argumentação.
This study proposes an analysis and comparison of the reading comprehension process in literate students who learned literacy when adults and those who learned literacy when they were children. A total of 49 students participated in this research: literate adults, male, aged over 18 years, attending public or private institutions. From those, 29 students became literate while children (group AC) and the other 20 were students who became literate when adults (group AA) that were attendants of the first segment of an elementary school class for the youth and adults. There were three stages: the pre-test, in which both groups after reading a text, answered a questionnaire and only those who were less than 50% correct participated in the intervention and post-test. In the intervention stage, low skilled readers produced a roadmap to improve the understanding of texts under the researcher guidance. In the post-test, these same participants answered a new questionnaire after reading a new text. The comparisons between the results of pre- and post-test showed that the low skilled readers improved their performance levels in reading comprehension, especially in the macrostructure and argumentation.
Reference Key
bottino2010educarpromovendo Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Andrea Giglio Bottino;Thamires de Abreu Emmerick;Adriana Benevides Soares
Journal chemistry of natural compounds
Year 2010
DOI
10.1590/S0104-40602010000300010
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602010000300010
Keywords
language linguagem

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