Compreensão auto-regulada em leitura : procedimentos de intervenção / Self-regulated reading comprehension : design and implementation of intervention procedures

AUTOR(ES)

Maria Aparecida Mezzalira Gomes

DATA DE PUBLICAÇÃO

2008

RESUMO

The present study, whose nature is quasi- experimental, outlined procedures for seven intervention sessions aiming at improving the reading of the Primary School students by means of cognitive and metacognitive learning strategies, in a perspective of a selfregulated comprehension in reading. Still not well known in Brazil, this approach has been relevant since it makes the proficient reader able to improve the learning of the curriculum areas. The sample was composed of two forth-grade groups of students from ?Escola Municipal de Jundiaí?, São Paulo State. The research followed all ethical procedures concerning research with human beings. The students were assessed by means of Informative Questionnaire, Learning Strategies Scale and two cloze tests of reading comprehension, in three moments. The experimental group participated in seven sessions of intervention, getting motivational support, study orientation, stimuli to metacognition development and reading strategy instruction. Results showed improvement in metacognition for the experimental group. In reading comprehension, the Control Group has demonstrated better performance since the pre-test. A continuous and consistent evolution has been noticed in the experimental group in which the great majority has achieved an Independent Level in reading with performance level close to the Control Group?s in the Postergado Post-test. It is expected that the results obtained in the present study may be useful to educators, psychologists and Pedagogical Psychologists. It also points out the importance of enabling teachers to learn and teach strategically for the development of self-regulated readers and learners.

ASSUNTO(S)

metacognition comprehension pedagogical intervention reading metacognição psychopedagogy leitura compreensão learning aprendizagem psicopedagogia intervenção pedagogica

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