Compreensão de leitura em alunos do ensino fundamental II: elaboração de instrumento avaliativo
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Data
2023-03-02
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Universidade Estadual Paulista (Unesp)
Resumo
A compreensão da leitura é uma complexa atividade e imprescindível para o sucesso acadêmico. A educação brasileira vivencia baixos índices em desempenho escolar, por isto, as dificuldades neste processo devem ser detectadas para ações que impulsionem o desenvolvimento. Em contrapartida, a literatura é escassa na identificação das dificuldades em compreensão de leitura no Ensino Fundamental II. Este trabalho teve por objetivo elaborar um instrumento de avaliação da compreensão de leitura para alunos do 6º ao 9º ano do Ensino Fundamental II, verificar sua aplicabilidade em um estudo piloto e o desempenho de cada grupo de alunos para cada nível de estrutura da compreensão de leitura, além de investigar se os textos mostram diferença entre os anos escolares. O instrumento proposto pretende avaliar a compreensão de leitura nos níveis de representação mental das proposições literais e inferenciais de microestrutura e macroestruturas de textos expositivos e narrativos por meio de questões de múltipla escolha. Dessa forma, o presente estudo foi dividido em três fases. Na fase 1 foi realizado o estudo do embasamento teórico respaldado pela psicologia cognitivista e para elaboração de um instrumento validado pela psicometria. A fase 2 contemplou uma revisão bibliográfica no período de 1988 a 2022 dos instrumentos de avaliação da compreensão de leitura para o público-alvo. A partir disto foi possível iniciar a elaboração do instrumento que começou pela seleção de textos a partir de 12 coleções de materiais didáticos de escolas públicas e privadas. Levantou-se 545 textos que foram analisados pela pesquisadora, duas bancas de juízes formadas por professores e pesquisadores, análise estatística e análise computadorizada, podendo enfim chegar a quatro textos, sendo dois narrativos e dois expositivos. A elaboração das perguntas foi realizada a partir de critérios propostos em pesquisas anteriores e analisada por uma banca de juízes experientes, a versão final contemplou oito questões de múltiplas escolhas. Na fase 3 foi realizado um estudo piloto com 44 alunos, divididos em quatro grupos do 6º ao 9º ano de onze alunos. Os resultados sugeriram que houve diferença estatisticamente significante entre os níveis que se pretendia avaliar, para ambos os gêneros textuais em todos os anos escolares. Há a necessidade de se dar continuidade a este estudo a fim de aprofundar a análise dos seus resultados e validar o instrumento proposto.
Reading comprehension is a complex activity and essential for academic success. Brazilian education experiences low school performance levels; therefore, the difficulties in this process must be detected for actions that increase development. On the other hand, the literature needs to be more extensive in identifying difficulties in reading comprehension in Elementary School. This study aimed to develop an instrument to assess reading comprehension for students from the 6th to 9th grade of Elementary School and verify its applicability in a pilot study. In addition, the objective was to ascertain the performance of each group of students for each level of structure of reading comprehension and to investigate whether the texts show differences between school years. The proposed instrument aims to assess reading comprehension at the levels of mental representation of literal and inferential propositions of microstructure and macrostructures of expository and narrative texts through multiple choice questions. Thus, the present study was divided into three phases. In phase 1, the study of the theoretical basis supported by cognitive psychology was carried out for the elaboration of an instrument validated by psychometrics. Phase 2 included a bibliographical review from 1988 to 2022 of instruments for assessing reading comprehension for the target audience. From this, it was possible to start elaborating the instrument, which began with selecting texts from 12 collections of teaching materials from public and private schools. The researcher analysed five hundred forty-five texts, two panels of judges formed by professors and researchers, statistical analysis and computerised analysis, finally reaching four texts, two narrative and two expository. The elaboration of the questions was carried out based on criteria proposed in previous research and analysed by a panel of experienced judges, and the final version included eight multiple-choice questions. In phase 3, a pilot study was carried out with 44 students, divided into four groups of eleven students from the 6th to the 9th grade. The results suggested a statistically significant difference between the levels intended to be evaluated for both text genres in all school years. It is necessary to continue this study to deepen the analysis of its results and validate the proposed instrument.
Reading comprehension is a complex activity and essential for academic success. Brazilian education experiences low school performance levels; therefore, the difficulties in this process must be detected for actions that increase development. On the other hand, the literature needs to be more extensive in identifying difficulties in reading comprehension in Elementary School. This study aimed to develop an instrument to assess reading comprehension for students from the 6th to 9th grade of Elementary School and verify its applicability in a pilot study. In addition, the objective was to ascertain the performance of each group of students for each level of structure of reading comprehension and to investigate whether the texts show differences between school years. The proposed instrument aims to assess reading comprehension at the levels of mental representation of literal and inferential propositions of microstructure and macrostructures of expository and narrative texts through multiple choice questions. Thus, the present study was divided into three phases. In phase 1, the study of the theoretical basis supported by cognitive psychology was carried out for the elaboration of an instrument validated by psychometrics. Phase 2 included a bibliographical review from 1988 to 2022 of instruments for assessing reading comprehension for the target audience. From this, it was possible to start elaborating the instrument, which began with selecting texts from 12 collections of teaching materials from public and private schools. The researcher analysed five hundred forty-five texts, two panels of judges formed by professors and researchers, statistical analysis and computerised analysis, finally reaching four texts, two narrative and two expository. The elaboration of the questions was carried out based on criteria proposed in previous research and analysed by a panel of experienced judges, and the final version included eight multiple-choice questions. In phase 3, a pilot study was carried out with 44 students, divided into four groups of eleven students from the 6th to the 9th grade. The results suggested a statistically significant difference between the levels intended to be evaluated for both text genres in all school years. It is necessary to continue this study to deepen the analysis of its results and validate the proposed instrument.
Descrição
Palavras-chave
Leitura, Compreensão, Avaliação, Ensino fundamental, Aprendizagem, Reading, Learning, Evaluation, Students
Como citar
ALBRECHT, Renata Graziele Morini. Compreensão de leitura em alunos do ensino fundamental II: elaboração de instrumento avaliativo. Universidade Estadual Paulista (Unesp), 2023.