Compreensão leitora e a relação com o uso das estratégias de aprendizagem no ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: Maraschin, Sheyla de Souza Polhasto
• Orientador(a): Moura, Cynthia Borges de
• Banca de defesa: Sá, Maria Isabel Fernandes de , Mombelli, Monica Augusta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Habilidade leitora; Cloze; Ensino e aprendizagem; Educação; Educación
• Palavras-chave em Inglês: Reading skill; Cloze; Teaching and learning; Education
• Palavras-chave em Espanhol: Habilidad lectora; Cloze; Enseñando y aprendiendo
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/6534

Reading comprehension is a necessary and important skill for students' academic and social lives, and the use of learning strategies can facilitate the acquisition of knowledge when used competently. Thus, the present study aimed to evaluate the level of reading comprehension and its relationship with the use of learning strategies among students of the 5th year of Elementary School I. It is a survey of data, from the field, from applied and descriptive nature, and qualitative and quantitative. Sixty-six students from 5th grade classes from four schools in the northern region of Foz do Iguaçu participated in this study. To reach the answers, two instruments were applied collectively to the students, the first being the Cloze test that evaluates the students' reading comprehension levels and the second, the Learning Strategies Assessment Scale for Elementary School that seeks to identify the strategies of learning used. In this research, therefore, the level of reading comprehension of the students and which learning strategies they use were investigated, in addition to analyzing which learning strategies are related to a better performance in reading comprehension. The data obtained showed that students are at the level of autonomy, that is, when they are successful in reading comprehension. However, this highlight was for students from private and female schools, emphasizing that the other students ended up at different levels. In addition, it was possible to observe that students use learning strategies insufficiently, using metacognitive strategies more frequently. With the correlational analysis, indications of a relationship between reading comprehension and metacognitive strategies emerged. Finally, this research showed that the use of punctual and appropriate cognitive strategies can be favorable to the learning of students' reading comprehension, agreeing on a relationship between reading comprehension and the use of strategies for the benefit of learning.