Perception of speech therapy and education students about their experiences and practices in reading and writing academic genre texts

Abstract

Purpose to analyze the perception of Speech-Therapy and Education undergraduates regarding their experiences and practices in reading and writing texts from academic discourse genres. Methods It´s a mixed crosscut study, with data collected by the application of a semi-structured questionnaire with open and closed questions about students’ relation towards reading and writing of academic texts, their difficulties in the use of these genres and how they cope with such difficulties. Results The results show that a significant number of the students assume that they have some difficulty in reading and writing these discourse genres in academic settings, which may be an indication of gaps in working with reading and writing during previous educational levels. Some of these students even blame themselves for not effectively following the reading and writing proposals in higher education, implying that this is due to an intrinsic disorder. Conclusion The data allow us to state that, despite the increase in the number of students in higher education, many still feel excluded from academic life, especially for not using academic discourse genres in a proficient way. It is the University responsibility, along with all actors involved in higher education, to promote actions that consider the right to education for all students.

Reading processes of public and private middle school and high school students

“…This could be reflected, as we can see in the study by Guarinello et al ( 2023 ), which analyzed the perception of students from two higher education courses regarding their experiences and practices of reading and writing texts belonging to the discourse genre in the academic sphere. The authors identified that many students assume they have some difficulty in using the discursive genres used in the university, which may indicate gaps in the work with written language at the educational levels that preceded their entry into higher education.…”

“…This deficiency has far-reaching consequences, negatively affecting the teaching and learning process from elementary to high school and even in higher education. The inability to recognize words, comprehend their relationships within sentences, and grasp the coherence between sentences can significantly hinder a profound understanding of the text (Álvarez-Cañizo et al, 2020 ; Cuetos, 2010 ; Guarinello et al, 2023 ; Silva & Pereira, 2019 ).…”