Publication
Leitura e compreensão escrita nas aulas de Inglês e de Alemão no 3º Ciclo do Ensino Básico
| Summary: | This report was developed as part of the teacher traineeship of the Master’s degree in Teaching English and German (7-12) in the Faculty of Arts and Humanities of the University of Coimbra. The research focuses on reading comprehension in an 8th grade English class and 7th grade German class, in which various strategies were implemented.The report is divided into three chapters. The first chapter relates to the socio-educational context, the second chapter presents a critical reflection on the internship, while the third chapter explores the topic of reading comprehension in English and German classes, including reading comprehensions strategies. Based on the work of several authors, with emphasis on the work of Frank Smith (2004), Inês Sim-Sim (2007), Judi Moreillon (2007), Nicole Ferling (2009) and Rolf Koeppel (2010), this report presents key concepts on the learning to read process, descriptions of five reading comprehension strategies applied explicitly and implicitly in both 8th and 7th grade, with a special focus on summarization and pre-reading, as well as descriptions of four lessons on the topic of investigation, including the reflections and conclusions of its implementation. After analysing the data collected through classroom observation, student work (story-maps and posters), worksheets, an initial survey and a final survey, it was possible to conclude that the strategies applied in these classes were effective and aided the students in reading comprehension. Despite the challenges encountered during the application of these strategies, such as the context of the class, motivation, knowledge of the world, reading experiences, and the teacher’s approach, the results we arrived at were positive. |
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| Main Authors: | Simas, Ana Rita Lourenço |
| Subject: | Reading Reading Comprehension Reading Comprehension Strategies Pre-reading Summarization Leitura Compreensão Escrita Estratégias de Compreensão Escrita Pré-leitura Resumo |
| Year: | 2024 |
| Country: | Portugal |
| Document type: | master thesis |
| Access type: | open access |
| Associated institution: | Universidade de Coimbra |
| Language: | Portuguese |
| Origin: | Estudo Geral - Universidade de Coimbra |
| Summary: | This report was developed as part of the teacher traineeship of the Master’s degree in Teaching English and German (7-12) in the Faculty of Arts and Humanities of the University of Coimbra. The research focuses on reading comprehension in an 8th grade English class and 7th grade German class, in which various strategies were implemented.The report is divided into three chapters. The first chapter relates to the socio-educational context, the second chapter presents a critical reflection on the internship, while the third chapter explores the topic of reading comprehension in English and German classes, including reading comprehensions strategies. Based on the work of several authors, with emphasis on the work of Frank Smith (2004), Inês Sim-Sim (2007), Judi Moreillon (2007), Nicole Ferling (2009) and Rolf Koeppel (2010), this report presents key concepts on the learning to read process, descriptions of five reading comprehension strategies applied explicitly and implicitly in both 8th and 7th grade, with a special focus on summarization and pre-reading, as well as descriptions of four lessons on the topic of investigation, including the reflections and conclusions of its implementation. After analysing the data collected through classroom observation, student work (story-maps and posters), worksheets, an initial survey and a final survey, it was possible to conclude that the strategies applied in these classes were effective and aided the students in reading comprehension. Despite the challenges encountered during the application of these strategies, such as the context of the class, motivation, knowledge of the world, reading experiences, and the teacher’s approach, the results we arrived at were positive. |
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