Efeitos da leitura compartilhada no desenvolvimento da compreensão leitora de crianças do 3º ano do Ensino Fundamental

• Ano de defesa: 2024
• Autor(a) principal: Luna, Morgana Farias de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Leitura compartilhada - Crianças; Leitura - Cognição; Leitura - Compreensão; Shared reading; Compression; Reading; Cognition; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32642

The practice of shared reading emerges as a powerful pedagogical tool, establishing an emotional and social connection between adults and children. Children who do not have access to shared reading practice during their learning process often struggle to develop vocabulary and textual comprehension. In this sense, problematization presented in this work consists of: How can the effects of shared reading contribute to the development of children's reading comprehension in the 3rd year of Elementary School? Given the above, the hypothesis was formulated that when a child is exposed to shared reading practice, their reading comprehension is much more developed. To address the research problem, the general objective was formulated to analyze the effects of shared reading on the development of children's reading comprehension. To achieve the general objective, the following methodological path was outlined: Initially, two 3rd-grade classes from the years of Elementary School I were selected, one control group and one experimental group, where we initially applied the SAEV diagnostic tests to assess the students' reading level. In this sense, four children's books were selected according to the age group of the classes. Then, shared reading activities were implemented in the experimental group, while only reading was done in the control group. After analyzing the data and comprehension tests, it was found that the experimental group showed better performance compared to the control group, achieving a percentage of correct answers of 95.2%, while the control group had a result of 57.5%. These performances were related to reading and interpreting texts as well as to the skills of the BNCC (Brazilian National Common Core Curriculum) to locate explicit information in texts, infer implicit information in the texts read, infer the meaning of words or expressions unknown in texts, based on the context of the sentence or text, express opinions and defend points of view on controversial topics related to situations experienced at school and/or in the community, using formal registration and structure appropriate for argumentation, considering the communicative situation and the theme/subject of the text.