Difficulty in reading comprehension

a metacognitive approach

Authors

  • Luciana Vellinho Corso Universidade de Flinders; Universidade Federal do Rio Grande do Sul.

Keywords:

Reading comprehension, Reading, Learning

Abstract

This article presents the results of a research developed with a group of third year public primary school who faced difficulties in reading comprehension. Pedagogical actions -cognitive strategies - were developed with the purpose of allowing them to learn how to think and to reason about their reading activities, based on peer changes, through the mediation of the researcher. The taught of the strategies - bringing questions, ideas and suggestions - allowed the students participating in this study, to think about what is read and to think how to act towards reading when searching for meaning. We have dedicated our investigation in this area because a great number of students do not develop this ability naturally and spontaneously. This situation contributes to make worse the serious reality of school failure we have been facing, since the reading comprehension ability is fundamental to all school further activities.

Downloads

Download data is not yet available.

Author Biography

Luciana Vellinho Corso, Universidade de Flinders; Universidade Federal do Rio Grande do Sul.

Pedagoga, Psicopedagoga, Mestre em Educação pela Universidade de Flinders, Adelaide, Austrália. Doutoranda do Programa de Pós- Graduação da Faculdade de Educação da UFRGS. Professora do Departamento de Estudos Especializados da Faculdade de Educação da UFRGS.

References

Inostroza G. Aprender a formar crianças leitoras e escritoras. Porto Alegre: Artes Médicas; 1998.

Braibant JM. A decodificação e a compreensão: dois componentes essenciais da leitura no 2º ano primário. In: Grégoire J, Piérart B, editores. Avaliação dos problemas de leitura: os novos modelos teóricos e suas implicações diagnósticas. Porto Alegre: Artes Médicas; 1997.

Cagliari LC. Alfabetização e lingüística. São Paulo: Scipione; 1994.

Nunes T, Buarque L, Bryant P. Dificuldades na aprendizagem da leitura: teoria e prática. São Paulo: Cortez; 1997.

Jolibert J. Formando crianças leitoras. Porto Alegre: Artes Médicas; 1994.

Orlandi E. Discurso e leitura. São Paulo: Cortez; 1996.

Kletzien SB. Strategy use by good and poor comprehenders reading expository text of differing levels. Reading Research Quarterly 1991;26:67-85.

Baker L, Brown AL. Metacognitive skills of reading. In: Pearson M, Kamil R, editors. Handbook of reading research. New York: Longman; 1994. p.353-94.

Corso LV. Teaching reading comprehension and attribution strategies to facilitate comprehension performance [Dissertação de Mestrado]. Austrália: Flinders University; 1993.

Lawson MJ. Testing for transfer following strategy learning. In: Evans G, editor. Teaching and learning cognitive skills. Victoria: ACER; 1991. p.210-28.

Rubinstein E. Da reeducação para a psicopedagogia, um caminhar. In: Rubinstein E, editor. Psicopedagogia: uma prática, diferentes estilos. São Paulo: Casa do Psicólogo; 1999.

Downloads

Published

2004-09-02

How to Cite

Corso, L. V. (2004). Difficulty in reading comprehension: a metacognitive approach. Psychopedagogy Journal, 21(66), 206–215. Retrieved from https://revistapsicopedagogia.com.br/revista/article/view/868

Issue

Vol. 21 No. 66 (2004)

Section

Original Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.