Portuguese language teacher as agent literacy in early years of basic education: an analysis of reading strategies
This article aims to evaluate the perception of teachers in the early grades on use of reading strategies by the students of Primary Education in a Public School City of Morada Nova, in 2015. It is understood, in principle, the reading strategies influence the understanding of texts and are the proc...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Estadual do Oeste do Paraná (UNIOESTE) |
| Repositorio: | Travessias (Cascavel. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.e-revista.unioeste.br:article/13843 |
| Acceso en línea: | https://e-revista.unioeste.br/index.php/travessias/article/view/13843 |
| Access Level: | acceso abierto |
| Palabra clave: | Reading reading strategies textual genres. elementary school. Leitura. Estratégias de Leitura. Gêneros Textuais. Ensino Fundamental |
| Sumario: | This article aims to evaluate the perception of teachers in the early grades on use of reading strategies by the students of Primary Education in a Public School City of Morada Nova, in 2015. It is understood, in principle, the reading strategies influence the understanding of texts and are the procedures performed during the reading activity that facilitate the understanding of the text or the operations performed by addressing a text (Cook-Gumperz, 1991; Kato, 1985; Kleiman, 1989 1995, 1998, 2000; Solé, 1998) among others. For this endeavor, we applied a questionnaire to assess the reading strategies worked for 10 teachers of initial grades (1st to 4th grade). Ponder that reading ability is important for any student, but becomes especially important for the student this stage of basic education, as it will facilitate their entry into primary education II or even in future working relationships. We conclude that the teacher plays a very important role in providing not only learning in reading, but also to suggest technical models and procedures suited to reading comprehension. |
|---|