Abstract

GODOY, Dalva Maria Alves; GUIMARAES, Sandra Regina Kirchner  and  VIANA, Fernanda Leopoldina. Theoretical-methodological assumptions and achieved results based on an explicit teaching program for reading comprehension. Educação. Santa Maria [online]. 2022, vol.47, e55281.  Epub Dec 18, 2024. ISSN 1984-6444.  https://doi.org/10.5902/198464445528.

This article presents theoretical-methodological perspectives based on studies in the teaching and learning field related to reading that address the complexity of the elements involved in this task of teaching to read. Having these as background, it presents the methodology of a program for teaching of reading comprehension that has been operationalized in Portuguese schools and is being adapted to the Brazilian context. Strategies are developed before, during and after reading activities that aim to promote different levels of comprehension and to raise the level of competence of students as a result. The program, in the process of adaptation to Brazilian Portuguese, targets students in the 3rd and 4th grades of elementary education. It has been applied in three pilot studies linked to different research projects developed by two universities in southern Brazil. The outcomes obtained with the application of the program in Portugal and those resulting from the implementation of the pilot studies in Brazil demonstrate that it is possible to teach to comprehend, at the same time encouraging the continuity of the adaptation of the Brazilian program.

Keywords : Teaching of reading; Methodological strategies for teaching reading;Reading comprehension.

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