Dificuldades de aprendizagem na leitura e na escrita no 3º ano do ensino fundamental

  • Maria Ducinéia Gomes da Silveira

Student thesis: Master's Thesis

Abstract

Reading is more than owning a Rico wealth of strategies and techniques. Reading is above all a voluntary activity and enjoyable, and when we read we should take that into account. The children and teachers should be motivated to learn and teach reading. (SOLÉ, 1998, p. 90) This research was conducted with the aim of identifying the main factors of malpractice that interfere with the learning of reading and writing of the students of the third year of elementary school, held between August to October 2018, to verify the learning disabilities and identify the theory of double route in students ' reading at the end of teaching block. As theoretical, literacy studies, reading and writing treated by Magda Soares, Arthur Gomes de Morais, Emilia Ferreiro, Ana Teberosky, Isabel Solé, as well as the contributions of Angela Pike, Claudia Justi and Moti Salles. As a contribution to the discussion of the characteristics of words to identify the route. The survey was conducted using four methodological tools: survey by questionnaires applied to parents, semi-structured interview with the school's policy team, unsystematic observation of the teacher and students and implementation of activities evaluation with students to identify the route. The survey was conducted using four methodological tools: survey by questionnaires applied to parents, semi-structured interview with the school's policy team, unsystematic observation of the teacher and students and implementation of activities evaluation with students to identify the route. Through data collection, selected the most obvious strategies for the preparation of the analysis that was organized on the basis of the analysis of the questionnaires, which focused on encouraging and monitoring the parents in the educational life of the children, the interviews with the policy team as the actions of the school, the teaching methodologies by checking if there is differentiation to meet different levels of writing and reading of the children in the process of literacy, as well as priority in serving students with learning difficulties and ending with the testagens to verification of the double course in reading. 22 students participated in the testing of single words proposed by Salles and relatives (2002). On completion of the survey, the result of the analysis allowed us to the following opinion: testing of isolated words in reading aloud enabled us to assess the accuracy of the reading, and the characteristics of the words to set the route in reading by the students. The four levels of learning identified in the class, was found using both routes the students, being most evident predominance of the phonological route in syllabic, alphabetic level students as well as the predominance of lexical route in alphabetic level students.
Date of Award2019
Original languagePortuguese
SupervisorOSCAR CONCEIÇÃO DE SOUSA (Supervisor)

Keywords

  • LEARNING DISABILITIES
  • EDUCATION
  • READING
  • WRITING
  • TEACHING
  • TID:202424200

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