Avaliação e desenvolvimento da compreensão de leitura em universitários

Alcará, Adriana Rosecler; Santos, Acácia Aparecida Angeli dos

doi:10.1590/0103-166x2015000100006

Cited by 15 publications

(20 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This means they were already very good students, with a degree of knowledge and study skills superior to those of the majority of the Brazilian population (Bartalo, 2006;Alcará and Santos, 2015;Araújo et al, 2016). It would be interesting to carry out a similar project with a sample composed of preservice teachers from private universities or from other regions of Brazil with different characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…It would be especially interesting to investigate students in teacher education programs of private Brazilian universities because of the recognized ease in the admission process and lower educational quality. Such groups might be important targets for self-regulated learning intervention (Cleary, 2011;Bembenutty and White, 2013;Alcará and Santos, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Research in Brazil also reveals that many college students face learning difficulties and perform poorly academically when they enter college (Boruchovitch and Ganda, 2013;Marini and Boruchovitch, 2014;Alcará and Santos, 2015;Araújo et al, 2016). These students usually have the knowledge and basic skills necessary for admission, but most of them lack the ability to be successful in their courses once they have been accepted at the university.…”

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

See 2 more Smart Citations

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

View full text Add to dashboard Cite

Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning scores and an increase in employment of learning strategies when compared to the control groups.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Esse instrumento se mostra eficaz como medida da compreensão de leitura, conforme pesquisas brasileiras recentes no contexto escolar (Baliza & Silva, 2015;Machado & Capellini, 2016;Santos & cols., 2009) e acadêmico (Alcará & Santos, 2015; e internacional (Torres & Roig, 2005;Williams, Ari, & Santamaria, 2011). Ressalta-se, ainda, que o teste de Cloze é um instrumento de fácil aplicação e correção, e de baixo custo, o que o torna uma ferramenta acessível de avaliação.…”

Section: Introductionunclassified

Relações entre a Compreensão de Leitura e as Habilidades Metalinguísticas

2018

Self Cite

View full text Add to dashboard Cite

Resumo Por ser a compreensão de leitura uma habilidade fundamental no contexto escolar, este estudo se propôs ao exame das relações entre ela e as habilidades metalinguísticas - consciência morfológica e consciência metatextual. Secundariamente, pretendeu-se explorar possíveis diferenças dos construtos nas variáveis sexo e ano escolar. Participaram do estudo 71 alunos do ensino fundamental I (2° ao 5° ano) de uma escola municipal situada no interior de São Paulo. Os instrumentos utilizados foram dois textos de Cloze, as Tarefas de Consciência Morfológica e o Questionário de Avaliação da Consciência Metatextual. Os resultados apontaram para a identificação de correlações positivas, de magnitude moderada a forte entre os construtos e a apresentação de maiores médias nas habilidades avaliadas mediante o avanço dos anos escolares. Sugere-se a continuidade dos estudos que objetivem a investigação da compreensão de leitura e das habilidades metalinguísticas, estendendo para as consciências semântica e sintática.

show abstract

“…Pedraza (2014) observes that the studies on the assessment of reading and other related skills are intended to understand how they function and how to diagnose possible difficulties, in the acquisition as well as in the development process. That explains the experts' interest in assessing these skills at all education levels, including not only the two phases of Basic Education, but also Higher Education (Alcará & Santos, 2015;V.L.O. Cunha, Silva, & Capellini, 2012;Gomes & Boruchovitch, 2009;Spinillo, Mota, & Correa, 2010).…”

mentioning

confidence: 99%

Effectiveness of an Intervention Program for Linguistics Skill Development

Santos

Oliveira

Cunha

et al. 2017

Paidéia (Ribeirão Preto)

Self Cite

View full text Add to dashboard Cite

Abstract:The importance of language and its formal instruction during the initial school phase has stimulated studies that seek options to implement them successfully. From this perspective, this study aimed to verify the effects of an intervention program on the language skills assessed. The participants were sixth-grade elementary school students evaluated in reading comprehension, spelling, word recognition and metatextual awareness. The intervention program was performed with 103 students, divided into experimental (EG) and control groups (CG). The experimental group attended 10 sessions, which included the use of gradual Cloze technique in texts of various textual genres, which were intended to develop the reading comprehension and the development of metatextual awareness. Analyses indicated the superiority of EG over the CG in the post-test. New studies are needed to permit the generalization of the results.Keywords: Cloze test, reading comprehension, word recognition, metalanguage Eficácia de um Programa de Intervenção para o Desenvolvimento de Habilidades LinguísticasResumo: A importância da linguagem e de seu ensino formal durante a fase escolar inicial tem motivado estudos que procuram alternativas para implementá-las com sucesso. Sob essa perspectiva, o presente estudo objetivou verificar os efeitos de um programa de intervenção sobre as habilidades linguísticas avaliadas. Os participantes foram alunos do 6 o ano do ensino fundamental, avaliados quanto à compreensão de leitura, à grafia, ao reconhecimento de palavras e à consciência metatextual. Foi realizado um programa de intervenção com 103 deles, separados em grupo experimental (GE) e de controle (GC). O grupo experimental participou de 10 sessões, usando a téc-nica de Cloze gradual em textos de gêneros textuais diversos, por meio dos quais pretendeu-se, além do desenvolvimento da compreensão de leitura, também o desenvolvimento da consciência metatextual. As análises indicaram superioridade do GE sobre o GC no pós-teste. Sugere-se a realização de novos estudos para permitir a generalização dos resultados.Palavras-chave: teste de Cloze, compreensão da leitura, reconhecimento de palavras, metalinguagem Eficacia de un Programa de Intervención para el Desarrollo de Habilidades LingüísticasResumen: La importancia del lenguaje y de su enseñanza formal durante la fase escolar inicial ha motivado estudios que buscan alternativas para implementarlas con éxito. Bajo esa perspectiva, este estudio tuvo como objetivo verificar los efectos de un programa de intervención en las habilidades lingüísticas evaluadas. Participaron estudiantes del sexto grado de la escuela primaria, evaluados respecto a la comprensión de lectura, la grafía, el reconocimiento de palabras y la consciencia metatextual. Se llevó a cabo un programa de intervención con 103 de ellos, divididos en grupos experimentales y de control. Los grupos experimentales participaron de 10 sesiones, que incluyeron el uso de la técnica de Cloze gradual en textos de géneros textuales diversos, con l...

show abstract

Avaliação e desenvolvimento da compreensão de leitura em universitários

Cited by 15 publications

References 17 publications

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Relações entre a Compreensão de Leitura e as Habilidades Metalinguísticas

Effectiveness of an Intervention Program for Linguistics Skill Development

Contact Info

Product

Resources

About