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Promoção da leitura através da tutoria entre pares no 1.º Ciclo do Ensino Básico
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Abstract(s)
Tendo por base as investigações que reconhecem a importância da leitura e sua influência no sucesso educativo, bem como os benefícios da tutoria entre pares, pretendemos analisar a implementação dessa estratégia.
Para tal realizou-se um estudo com desenho de investigação quase experimental de linha de base múltipla (Horner et al., 2005), procurando avaliar os efeitos do programa ao nível da precisão e fluência da leitura.
Assim, este estudo, realizado em 5 escolas de um agrupamento de escolas do distrito do Porto, pretendeu avaliar o impacto da implementação da estratégia de tutoria entre pares no desenvolvimento das competências de leitura em 91 alunos do 2.º e 4.º ano, do primeiro ciclo, com e sem necessidade de medidas universais e seletivas de suporte à aprendizagem e à inclusão, esperando contribuir para uma melhoria na capacidade leitora dos alunos.
Os resultados obtidos são indicativos de uma evolução positiva da leitura nas cinco turmas, encontrando diferenças significativas entre momentos de avaliação no índice de precisão e no índice de fluência.
A partir da análise dos resultados, verificou-se também que os que inicialmente apresentaram menor desempenho na precisão, foram os que evoluíram mais nesse parâmetro durante o estudo. Constata-se ainda que os participantes do sexo feminino evidenciaram ganhos mais elevados do que os do sexo masculino.
Ao nível da fluência, no quarto ano, as diferenças encontradas entre momentos de avaliação sugerem ser mais favorável a primeira intervenção do que a segunda. Além disso, nas duas últimas turmas intervencionadas, encontrou-se diferenças significativas que constatam um maior ganho para a turma do quarto ano, comparada com a do segundo.
Assim, afigura-se a tutoria entre pares como uma estratégia para a promoção da leitura com relevância em termos pedagógicos e educativos.
Based on investigations that recognize the importance of reading and its influence on educational success, as well as the benefits of peer tutoring, we intend to analyze the implementation of this strategy. To this end, a study was carried out with an almost experimental Multiple Baseline Design across participants (Horner et al., 2005), seeking to assess the effects of the program in terms of precision and reading fluency. Thus, this study, carried out in 5 schools of a group of schools in the district of Porto, aimed to assess the impact of the implementation of the peer tutoring strategy on the development of reading skills in 91 students from the 2nd and 4th grades of the first cycle, with and without the need for universal and selective measures to support learning and inclusion, hoping to contribute to an improvement in the reading capacity of students. The results obtained are indicative of a positive evolution of reading in the five classes, finding significant differences between evaluation moments in the precision index and in the fluency index. From the analysis of the results, it was also verified that those that initially presented lower performance in precision were the ones that evolved more in this parameter during the study. It is also found that female participants showed higher gains than male participants. At the level of fluency, in the fourth year, the differences found between evaluation moments suggest that the first intervention is more favorable than the second. In addition, in the last two intervention groups, significant differences were found that show a greater gain for the fourth-year class, compared to the second-year class. Thus, peer tutoring appears as a strategy to promote reading with relevance in pedagogical and educational terms.
Based on investigations that recognize the importance of reading and its influence on educational success, as well as the benefits of peer tutoring, we intend to analyze the implementation of this strategy. To this end, a study was carried out with an almost experimental Multiple Baseline Design across participants (Horner et al., 2005), seeking to assess the effects of the program in terms of precision and reading fluency. Thus, this study, carried out in 5 schools of a group of schools in the district of Porto, aimed to assess the impact of the implementation of the peer tutoring strategy on the development of reading skills in 91 students from the 2nd and 4th grades of the first cycle, with and without the need for universal and selective measures to support learning and inclusion, hoping to contribute to an improvement in the reading capacity of students. The results obtained are indicative of a positive evolution of reading in the five classes, finding significant differences between evaluation moments in the precision index and in the fluency index. From the analysis of the results, it was also verified that those that initially presented lower performance in precision were the ones that evolved more in this parameter during the study. It is also found that female participants showed higher gains than male participants. At the level of fluency, in the fourth year, the differences found between evaluation moments suggest that the first intervention is more favorable than the second. In addition, in the last two intervention groups, significant differences were found that show a greater gain for the fourth-year class, compared to the second-year class. Thus, peer tutoring appears as a strategy to promote reading with relevance in pedagogical and educational terms.
Description
Keywords
Tutoria entre pares Leitura Fluência Precisão Primeiro Ciclo Peer Tutoring Reading Fluency Precision First Cycle
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence