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Abstract(s)
Em Portugal, tem-se assistido, nos últimos anos, a uma crescente
preocupação na formação de bons leitores, com particular atenção para o
1ºciclo, dado ser durante este que as dificuldades de aprendizagem a nível de
leitura se começam a manifestar.
O presente estudo pretende avaliar o efeito da implementação da
estratégia de Tutoria de Pares na promoção da fluência oral em alunos, com e
sem Necessidades Adicionais de Suporte, do 3º e 4º ano do 1º ciclo
Neste estudo através da estratégia de Tutoria de Pares pretendeu-se
aumentar o tempo de leitura supervisionada, na sala de aula.
Participaram neste estudo 54 alunos do 3º e 4ºanos do mesmo
Agrupamento de Escolas.
Os resultados revelam uma melhoria da fluência na leitura oral dos
participantes, com significância estatística na variável velocidade leitora.
Conclui-se assim que, a implementação da estratégia de Tutoria de Pares
pode ser utilizada em sala de aula pelo professor, para proporcionar o
aumento efetivo de leitura e consequentemente desenvolver a Fluência da
Leitura Oral de todos os alunos, com ou sem Necessidades Adicionais de
Suporte.
In Portugal , there has been, in recent years, a growing concern in the formation of good readers , with particular attention to the 1st cycle , since it is during this that the difficulties in learning reading level begins to appear . The present study aims to assess the effect of implementing the strategy Peer Tutoring in promoting oral fluency in students with and without Additional Needs of Support, 3rd and 4th year in primary school. . This study through the Peer Tutoring strategy intended to increase the supervised reading time in the classroom. In this study participated 54 students, two groups of the 3rd grade and one group of the 4th grade of the same group of schools. The results show an improvement in oral reading fluency of the participants, with statistical significance in the variable speed reader. It is concluded that the implementation of the strategy for Peer Tutoring can be used in the classroom by the teacher to provide the effective increase in reading and consequently develop the Oral Reading Fluency for all students, with or without Additional Needs of Support.
In Portugal , there has been, in recent years, a growing concern in the formation of good readers , with particular attention to the 1st cycle , since it is during this that the difficulties in learning reading level begins to appear . The present study aims to assess the effect of implementing the strategy Peer Tutoring in promoting oral fluency in students with and without Additional Needs of Support, 3rd and 4th year in primary school. . This study through the Peer Tutoring strategy intended to increase the supervised reading time in the classroom. In this study participated 54 students, two groups of the 3rd grade and one group of the 4th grade of the same group of schools. The results show an improvement in oral reading fluency of the participants, with statistical significance in the variable speed reader. It is concluded that the implementation of the strategy for Peer Tutoring can be used in the classroom by the teacher to provide the effective increase in reading and consequently develop the Oral Reading Fluency for all students, with or without Additional Needs of Support.
Description
Keywords
Tutoria de pares Fluência na leitura oral Avaliação com base no Currículo 1º ciclo Oral Reading Fluency Increased reading time Peer Tutoring Additional Needs of Support
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação