<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. Educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362015000200415</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362015000100017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Efeitos diferenciados de pr&#225;ticas pedag&#243;gicas no aprendizado das habilidades de leitura1Pesquisa realizada na PUC-Rio no &#226;mbito do Projeto Observat&#243;rio da Educa&#231;&#227;o/Edital 2010/Capes.]]></article-title>
<article-title xml:lang="en"><![CDATA[Differentiated effects of pedagogical practices on the learning of reading abilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Efectos diferenciados de las prácticas educativas en el aprendizaje de habilidades de lectura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Lúcia Helena Gazólis de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonamino]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Colégio de Aplicação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>23</volume>
<numero>87</numero>
<fpage>415</fpage>
<lpage>435</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362015000200415&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362015000200415&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362015000200415&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute a associa&#231;&#227;o entre pr&#225;ticas pedag&#243;gicas declaradas pelos professores e o aprendizado de diferentes habilidades de leitura. Foram pesquisados aproximadamente 17 mil alunos e 600 professores do 2&#186; e do 3&#186; anos do ensino fundamental, utilizando-se Modelos Lineares Hier&#225;rquicos. A investiga&#231;&#227;o mostrou efeitos diferenciados das pr&#225;ticas conforme o ano escolar e a habilidade em quest&#227;o: no 2&#186; ano, o estilo de alfabetizar enfatizando s&#237;labas e palavras descontextualizadas apresentou correla&#231;&#227;o negativa com o aprendizado do c&#243;digo de leitura e de localizar informa&#231;&#245;es, enquanto a leitura silenciosa e em voz alta apresentou correla&#231;&#227;o positiva com o aprendizado dessas habilidades; no 3&#186; ano, a &#234;nfase em c&#243;pia, ditado e caligrafia teve correla&#231;&#227;o negativa com o aprendizado de todas as habilidades investigadas e a leitura realizada pelo professor foi a pr&#225;tica que mais agregou conhecimento aos alunos entre todas as habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the association between teaching practices declared by teachers and their students&#8217; learning of different reading skills. Approximately 600 teachers and 17,000 2nd and 3rd grade elementary school students were investigated in this longitudinal study, using Hierarchical Linear Models. The research showed different effects of pedagogical practices according to the students&#8217; grade and the ability in question: in 2nd grade, the alphabetization style emphasizing decontextualized syllables and words showed a negative correlation with the reading code learning and the skill of locating information in a text, while silent and aloud reading showed a positive correlation with learning these skills; in 3rd grade, the emphasis in copy, dictation and calligraphy activities showed a negative correlation with the learning of all skills researched, and reading performed by teachers was the practice that most added knowledge to students among all skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo analiza la relaci&#243;n entre las pr&#225;cticas de ense&#241;anza reportadas por maestros y el aprendizaje de habilidades de lectura. Fueron investigados aproximadamente 17.000 estudiantes y 600 profesores, en el 2&#186; y 3&#186; a&#241;o de ense&#241;anza primaria, utilizando Modelos Lineales Jer&#225;rquicos. La investigaci&#243;n mostr&#243; efectos diferenciados de las pr&#225;cticas pedag&#243;gicas de acuerdo con el a&#241;o escolar y la habilidad ense&#241;ada: en el 2&#186; a&#241;o, el estilo de alfabetizaci&#243;n que enfatiza s&#237;labas y palabras descontextualizadas mostr&#243; correlaci&#243;n negativa con el aprendizaje del c&#243;digo de lectura y con la localizaci&#243;n de informaci&#243;n, mientras que la pr&#225;ctica de lectura silenciosa y en voz alta mostr&#243; una correlaci&#243;n positiva con el aprendizaje de estas habilidades; en el 3&#186; a&#241;o, el &#233;nfasis en copia, dictado y caligraf&#237;a present&#243; correlaci&#243;n negativa con el aprendizaje de todas las habilidades investigadas y la lectura realizada por el maestro fue la pr&#225;ctica que agreg&#243; m&#225;s conocimiento a los alumnos en todas las habilidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Habilidades de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Efeitos de práticas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escalas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem multinível]]></kwd>
<kwd lng="en"><![CDATA[Reading abilities]]></kwd>
<kwd lng="en"><![CDATA[Effects of reading practices]]></kwd>
<kwd lng="en"><![CDATA[Reading scale]]></kwd>
<kwd lng="en"><![CDATA[Multilevel modeling]]></kwd>
<kwd lng="es"><![CDATA[Habilidades de lectura]]></kwd>
<kwd lng="es"><![CDATA[Efectos de las prácticas de lectura]]></kwd>
<kwd lng="es"><![CDATA[Escalas de lectura]]></kwd>
<kwd lng="es"><![CDATA[Modelado multinivel]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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