Dissertations / Theses on the topic 'Inference teaching'

This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity. Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages. The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing. Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing. This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

Adotamos como premissa que um dos objetivos da educação é formar cidadãos com competência de leitura eficiente, autônomos, e capazes de agir na sociedade em que se inserem. Para isso, é necessário que os professores de língua materna examinem os fatores envolvidos no desenvolvimento da competência leitora, a fim de propor uma prática pedagógica que efetivamente possibilite a formação de um leitor com esse perfil, haja vista que a leitura realizada sem compreensão é um dos maiores problemas da educação brasileira de acordo com os resultados do Brasil em provas de leitura. Dentre essas avaliações elegemos, como objeto de análise, o SARESP, devido a sua abrangência e efeitos que tem causado nas políticas pedagógicas das escolas paulistas. Nesta pesquisa optamos por analisar o processo inferencial, fundamental em qualquer atividade de leitura, buscando verificar em que medida o processo inferencial é previsto nas matrizes do SARESP e que tipos de inferências são convocados para a resolução de questões de Língua Portuguesa, que elegem o processo inferencial como foco. Para nortear nosso estudo, escolhemos como domínio teórico a Linguística Textual, especificamente os aspectos sociocognitivos do processamento textual e as formas de processamento da informação voltadas para a produção de inferências. Para isso, analisamos 12 questões da prova do SARESP aplicada em 2010, selecionadas a partir da habilidade a elas relacionada, a habilidade de inferir. A análise mostra que a prova apresenta problemas de conceito e elaboração, sendo, portanto, passível de questionamento e discussão. Esses problemas interferem na transparência dos resultados apresentados pela avaliação e consequentemente incidem sobre a real situação do ensino de leitura em nossas escolas.
We think the assumption that the objective of education is to train people with efficient reading competence, being autonomous, and able to act in society to which they belong. Therefore, it is necessary that the mother-tongue teachers examine the factors involved in the development of reading competence, in order to propose a pedagogical practice that effectively allows the formation of a reader with this profile, because reading without comprehension is one of the biggest problems of the Brazilian education according to the results of Brazil in reading tests. Among these evaluations we chose as the object of analysis, SARESP because its range and effects it has caused in the educational policies of schools in the whole São Paulo State. In this research we chose to analyze the inferential process, fundamental to any activity of reading, trying to verify the extent to which the inferential process is provided in the matrices of SARESP andwhat kinds of inferences are requested to solve Portuguese questions, which made the inferential process as the focus. To guide our study, we chose as the theoretical domain Textual linguistics, specifically the socio-cognitive textual process and forms of information procedures oriented to the production of inferences. So, we analyzed 12 questions of the Tests of SARESP realized in 2010, selected from the skill related to them: the ability to infer. The analysis shows that the test presents problems of concept and development, and because of that is exposed to many questions and discussions. These problems interfere in the transparency of the results presented for the evaluation and therefore have influence on the real situation of reading instruction in our schools.

The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted.    The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points.   Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension.   The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance.   The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.

A presente pesquisa objetiva auxiliar o professor no trabalho da interpretação, articulando a academia e a escola. Buscou-se entender melhor o que é interpretação e o que pode ser ensinado ao aluno para que a pratique com mais proficiência. Partiu-se da hipótese de que não há uma metodologia precisa para o ensino de interpretação. Para testá-la, aplicou-se uma atividade de interpretação baseada na crônica Povo, de Luis Fernando Verissimo, retirada de um livro didático, às turmas de 8o ano do Ensino Fundamental e 2o ano do Ensino Médio de 4 colégios públicos do Rio de Janeiro (Cap UERJ, Cap UFRJ, CMRJ e CP II) Analisou-se como os alunos respondiam às questões propostas. Pretende-se mostrar, conforme a teoria de Orlandi (2002: 64), que interpretar não é atribuir sentidos, mas explicar como o texto produz sentidos, inclusive, sentidos que podem ser sempre outros, divergentes do esperado pelo livro didático ou pelo gabarito do professor. Imaginava-se que os resultados fossem semelhantes; toda via, o EF obteve 40% de acertos, enquanto o EM obteve 60,7%. Apesar dos resultados diferentes, foi possível realizar a atividade em duas séries tão distintas, porque a seleção do texto é de interesse de ambas. Identificaram-se a inferência, a polissemia, a metáfora e o contexto como elementos que auxiliam a interpretação, pois se fizeram presente na análise dos dados, mostrando que é possível praticá-los. Logo, apesar de não haver uma metodologia precisa e seriada para o desenvolvimento da interpretação, não significa que não haja o que se possa trabalhar. Defende-se que esses elementos podem ser aplicados em todas as séries e o que irá se diferenciar é o grau de complexidades dos textos, que mudam a cada série. É necessário trabalhar a interpretação em sala de aula com respaldo teórico, operacionalizá-la, apontando estratégias, oferecendo subsídios aos alunos. O presente trabalho busca lançar luz sobre um campo profícuo justamente por tratar de um tema complexo com várias divergências de pensamento e nomenclaturas e, ao mesmo tempo, tão relevante, porque, além de fazer parte da vida estudantil, ultrapassa os muros da escola
This research intends to help teachers in the work of interpretation, articulating academic thinking and school practice. It aims at understanding the meaning of interpretation, in addition to identifying which strategies can be taught to students in order to make them proficient in the interpretative task. The initial hypothesis is that there is no precise methodology for teaching interpretation. In order to test this hypothesis, an interpretation activity, based on the text Povo, by Luis Fernando Verissimo, taken from a school book, was applied to two groups of students in 4 public schools from Rio de Janeiro (Cap UERJ, Cap UFRJ, CMRJ e CP II). The first group included students from the eighth grade of Elementary School. The second group, on the other hand, was compounded of students from the second grade of High School. It was analyzed how students had answered to the proposed questions. The present research intends to demonstrate, according to the theoretical assumptions from Orlandi (2002: 64), that to interpret is not to make sense, but instead to explain how the text produce meanings, including meanings that can be always different from the expected by the textbook or the teacher's feedback. It was considered that results would be similar; however, Elementary School students achieved 40% of correct answers, while High School students reached the rate of 60,7%. Despite different results, it was possible to apply the activity to the two grades, because the text selection was relevant for both. The research identifies inference, polysemy, metaphor and context as tools for building interpretation, for they appear in data analysis, showing it is possible to put them in practice. Therefore, despite the lack of a precise and level-based methodology for the development of interpretation, there are strategies that can be taught in order to improve students ability to interpret. These strategies can be applied to all grades, varying the complexity of the texts chosen for each grade. It is necessary to build interpretation in the school context considering theoretical background, showing and operating strategies, offering subsidies to students. In this way, the present work puts in the spotlight a field which is complex, built through disagreements on thought and on categories. At the same time, it brings a useful contribution to improve the knowledge in a subject very relevant to school practice and to the life as whole

Contributions from elementary education to the practice and reality of critical thinking are rare, largely because attempts in basic education to elucidate a concept of critical thinking have a hard time breaking through the elusiveness and indeterminacy that characterize the history and reality of the concept. This situation is due to, and a consequence of, the difficulty of delimiting critical thinking from related fields, such as metacognition, higher-order-thinking, problem solving, informal logic, reasoning skills, and decision making, to name a few. Texas school authorities designed and put into practice a battery of tools to evaluate critical thinking through the assessment programs TAKS and STAAR, without taking a position regarding the indeterminacy problems of the content of critical thinking. The purpose of this study was to reconstruct the pieces of the critical thinking model imparted to Texas elementary school children since 1999 and continues today. The findings indicate that the critical thinking model implemented in Texas elementary schools is a particular version of a skills-only approach of critical thinking that follows the classical logical paradigm, consisting of two sets of complementary skills. This model acquaints students with the components and structure of five types of arguments while it fails to substantiate the logic of argument support that demonstrates how reasons support claims and the strength of support. The application of an adequacy conditions rubric showed the strengths of the model at the argumentation analysis level, yet it showed clear signs of incompleteness and inconsistencies at the argument structure level that distort its purpose and function.

International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school. As from July 1st 2013, the new upper secondary school for individuals with learning disabilities will start, and the new curricula for each subject for these school forms will be in use (National Agency of Education). The Swedish Schools Inspectorate and several reports indicate that there are deficiencies concerning too low challenges on individual level in the teaching of Swedish at upper secondary level for students with learning disabilities. The teaching is predominantly on individual level, causing lack of interaction between students. One main school objective is to prepare these students for an active participation in society. It is vital that students receive instructions when reading, in order to increase their reading comprehension. The basis of the study is a research based teaching program for reading comprehension teaching, called Reciprocal teaching (Palinscar and Brown 1984). The program has been modified and modernised with the aid of interactive media and the computer program Power Point. The aim of the study is to examine whether the reading comprehension and the motivation for reading are affected by the teaching program Reciprocal teaching. Method: Three 17-year-old students at upper secondary school for individuals with learning disabilities have participated in the study for four weeks. During the study, the students' participation and commitment were observed. The reading comprehension was tested before and after taking part of the program. Result: According to tests, the ability to decode a text has increased for all the students, which is an important factor for understanding a text. The commitment and motivation have increased and the students state that reading and talking about texts together was good. Interactive media with graphical support combined with structured questions from the teacher contributed to the students' increased commitment.

Esta pesquisa fundamentou-se nos pressupostos teóricos da epistemologia genética de Piaget e teve por objetivo principal investigar as relações entre a compreensão do modelo científico sobre célula por alunos de ensino médio e a transformação de seus modelos e operações mentais. Trata-se de uma pesquisa experimental de cunho qualitativo, na qual a metodologia de coleta de dados inspirou-se no método clínico e na metodologia de resolução de situações-problema. Esta foi aplicada por intermédio de um jogo construído especificamente para os propósitos desta pesquisa e denominado \"dominó do ciclo celular\". O experimento foi conduzido em oficinas de jogos oferecidas a alunos de primeiro e terceiro anos de ensino médio. Os dados coletados foram transformados em narrativas que possibilitaram inferir as estruturas do pensamento dos alunos que se ajustavam aos dados empíricos. Os resultados obtidos sugerem que a compreensão do modelo científico sobre célula, e talvez de outros conceitos referentes a objetos que não possuem atributos observáveis diretamente, depende diretamente da produção de inferências pelos procedimentos de indução, abdução e dialética. Estes procedimentos permitem aos alunos agir cognitivamente sobre objetos que não poderiam atuar diretamente. Constatou-se também que os modelos mentais dos alunos sobre célula se transformam em função do nível de operações mentais empregadas, e assim os modelos mentais podem ser bons indicadores para a avaliação da aprendizagem do modelo científico e do desenvolvimento das operações mentais. Os resultados indicam também a importância da integração entre a ação e a linguagem na compreensão de conceitos dessa natureza. A linguagem esteve presente tanto no diálogo, essencial para acessar as operações mentais, como na criação das metáforas que constituem os modelos mentais e científicos. Esta pesquisa propõe que a integração e evolução das operações mentais por meio das inferências, associadas à linguagem metafórica, possibilitem a construção da noção de um tipo de objeto permanente pertinente ao estádio das operações formais: a noção do objeto \"invisível\".
This research evaluated the relationship between the comprehension of cell\'s scientific models by secondary level school students and the changes on their mental models and skills. It was based on Piaget\'s theoretical frameworks, Genetic Epistemology, and it deals with an experimental qualitative study. Data was obtained by a procedure based on clinic method and on the principles of problem solving. A game, specifically constructed for the purposes of this investigation and named \"Domino of cellular cycle\" was used to conduct the experiment. First and third class students of secondary level school played this game and the dialogues, occurred at each match, were recorded and transcripted in the style of narratives. Afterwards, the narrative allowed us to infer the students thought structures suitable to the empirical data. The results of the research draw to the conclusions that the comprehension of cell\'s scientific models, and maybe of other concepts relative to objects that do not present observable characters depend on the use of inferences. These were created by procedures of induction, abduction and dialectic, therefore these allow the contact with this type of object because the students could not act directly upon them. We also verify that students\' mental models change accordingly to their level\'s skills. In this way, mental models can be good indicators to evaluate the concept learned and the skills developed. The results also draw to the important role of inference to connect action and language in the process of this type of concept comprehension. Language, in this way, was essential to access mental skills and to create the metaphors, and also constitute mental and scientific models. We propose that the use of inferences associated to the creation of metaphors allow the construction of a type of knowledge related to the formal operatory stage, a type of \"permanent object notion\": the \"invisible\" object notion.

Made available in DSpace on 2016-04-27T16:59:00Z (GMT). No. of bitstreams: 1 Chang Kuo Rodrigues.pdf: 19165521 bytes, checksum: 423ed2c3982a3973f316dec156e2d596 (MD5) Previous issue date: 2009-12-02
This paper refers to the building of mathematical and/or statistical ideas and concepts around Central Limit Theorem for Mathematics graduates.The investigation focuses the importance of the theorem in Statistics Inference and its comprehension by the professionals to be, who will act in Basic Education. Therefore, we chose to research some books related to the teaching and learning process of the theorem and emphasised its importance on the Mathematics teacher daily practice. The theoretical approach is about Mathematics Teaching theories, particularly the Theory of Didactic Transposition ( CHEVALLARD, 1985), with an echological approach under the knowlwdge and teaching point of view ( ARTAUD, 1998). We chose methodological procedures directed to the didactic design (ARTIGUE, 2009), with qualitative nature, and whose assumptions are linked to Teaching Engineering (ARTIGUE, 1988). The subjects of this investigation are the graduates who had some knowledge about Basic Statistics and, from a previous analysis about the kind of knowledge they had about the theme, we presented some activities in a problem-situation context connected to the Mathematics teachers daily practice. The analysis of these results allowed us to relate the existing problems between the subject and the students from Basic Education, which involved statistics literacy. After these activities, there was a dialogue, with discussions about the theme, allowing us to analyse how the ideas and concepts around the Central Limit Theorem were built, being its comprehension the main aim for the graduates. Besides that, we analysed some textbooks for higher education, based on the Anthropological Theory of Didactic (CHEVALLARD, 1996, 1999), which also showed us the essential knowledge for the theorem to live , because the approach is under the knowledge and teaching echological point of view. On the other hand, we detected what kind of limitations, or restrictions, exist in the books analysed, interfering in the elaboration of the activities by the teacher. Thus, our investigation reaffirms the importance of teaching and learning Statistics in the various applications for the Mathematics teachers to be formation in a world controlled by the technological advances, which interfere directly on the understanding of the information we receive every moment
O presente trabalho refere-se à construção das ideias e dos conceitos matemáticos e/ou estatísticos em torno do Teorema Central do Limite para os Licenciandos de Matemática. O cerne da investigação limita-se à importância do teorema na Inferência Estatística e à sua compreensão pelos futuros profissionais que atuarão na Educação Básica. Nesse sentido, optamos por revisar algumas bibliografias que têm relação com o processo de ensino e de aprendizagem do teorema e enfatizamos sua importância na pratica do dia a dia do professor de Matemática. O quadro teórico incide sobre as teorias da Didática da Matemática, particularmente, a Teoria da Transposição Didática (CHEVALLARD, 1985), munido de uma abordagem ecológica sob o ponto de vista do saber e do didático (ARTAUD, 1998). Optamos por procedimentos metodológicos voltados para o design didático (ARTIGUE, 2009), de cunho qualitativo e, cujos pressupostos estão aliados à Engenharia Didática (ARTIGUE, 1988). Os sujeitos dessa investigação são os licenciandos que já predispunham de conhecimentos sobre a Estatística Básica e, a partir de uma análise prévia sobre que tipos de conhecimento eles já detinham sobre o tema, apresentamos algumas atividades no contexto de uma situação-problema pertinente ao cotidiano dos professores de Matemática. A análise desses resultados nos propiciou interrelacionar as problemáticas existentes na disciplina de Matemática com alunos da Educação Básica, envolvendo assim, a literacia estatística. Após a realização dessas atividades, ocorreu também um diálogo, com discussões acerca do tema, o que nos permitiu analisar como foram construídos as ideias e os conceitos no entorno do Teorema Central do Limite, de modo que sua compreensão fosse o principal alvo para os licenciandos. Além disso, analisamos alguns livrostexto do ensino superior, à luz da Teoria Antropológica do Didático (CHEVALLARD, 1996, 1999), o que também nos indicou que saberes são indispensáveis de modo que o teorema viva , já que a abordagem é sob o ponto de vista ecológico do saber e do didático. Por outro lado, detectamos que tipos de limitações, ou restrições, existem nas obras consultadas, interferindo assim, a elaboração das atividades por parte do professor. Portanto, a nossa investigação reitera a importância do ensino e da aprendizagem da Estatística nas diversas aplicações na formação dos futuros professores de Matemática num mundo ditado pelos avanços tecnológicos, que interferem diretamente na leitura de informações que recebemos a todo instante

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-01T18:34:18Z No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5)
Made available in DSpace on 2017-11-01T18:34:18Z (GMT). No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5) Previous issue date: 2015-07-06
CAPES
This study aims to present a methodology to develop the reading habit of the students of the 9th grade of elementary school in the state public school system, so that the mature as players. The objectives defined in this research were to establish a parallel between the teaching of reading and the reader in the construction of meaning; propose some actions of teaching practices conducive to teaching inferences as well as expanding slightly the reality of classes in public schools. The use of texts related to gender "chronic" permeated the activities proposed for analysis and data collection, as it served as the basis for the planning and execution of the reading classes of students during the pedagogical intervention period. The concern in setting a teaching practice that rescue the importance of reading for the student's social life is suggested in all the processes of research, since one of the functions of the teacher of Portuguese Language is to be a literacy agent.
O presente trabalho busca apresentar uma metodologia que desenvolva o h?bito de leitura dos alunos do 9? ano do ensino Fundamental da rede p?blica estadual de ensino, a fim de que os amadure?a enquanto leitores. Os objetivos definidos nesta pesquisa foram estabelecer um paralelo entre o ensino da leitura e o leitor na constru??o de sentidos; propor algumas a??es de pr?ticas docentes favor?veis ao ensino de infer?ncias, al?m de fomentar um pouco a realidade das classes da rede p?blica de ensino. O uso de textos relacionados ao g?nero ?cr?nica? permeou as atividades propostas para an?lise e coleta de dados, j? que serviram como base para o planejamento e execu??o das aulas de leitura dos alunos durante o per?odo de interven??o pedag?gica. A preocupa??o em ajustar uma pr?tica docente que resgate a import?ncia da leitura para a vida social do educando est? sugerida em todos os processos da pesquisa, uma vez que uma das fun??es do professor de L?ngua Portuguesa ? ser um agente de letramento.

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Sandra Puliezi.pdf: 2112077 bytes, checksum: 65039a7eb052fad7e1682ee760969c50 (MD5) Previous issue date: 2015-12-10
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Current studies about reading show that there is a strong relationship between comprehension and reading fluency, to the extent that one influences another. In order to contribute to the growth of this knowledge, we conducted a study to investigate the relationship between reading comprehension and reading fluency of Brazilian children who attend the 4th year of elementary school. Objectives of this research were: verify the effects of an intervention in comprehension; verify the effects of an intervention in reading fluency; and create a series of activities for the improvement and stimulation of reading fluency and comprehension. To accomplish these objectives, we created two intervention groups (one in fluency and the other in comprehension) and a control group. At the beginning of the school year all the groups completed two tests: an assessment of fluency (accuracy, speed and prosody) and an assessment of comprehension. The intervention lasted three months. At the end of that time, every group completed the same assessments of fluency and comprehension, plus a test to evaluate inferential comprehension. We then analyzed the data to compare student performance between the three groups. The results showed that interventions helped to improve the performance of students in the skills that were being targeted, but not the other skill. Pearson's correlations allowed us to see that high performance in comprehension is accompanied by high performance in fluency, highlighting the importance of the two skills for success in reading. Our study indicated the need to direct teaching in order to fully develop the three dimensions of fluency and the different levels of comprehension, leading us to conclude that the teaching of one of these skills alone does not ensure success in the other
Estudos atuais sobre leitura mostram que existe uma relação muito forte entre compreensão e fluência na leitura, a ponto de haver influência de uma sobre a outra. Com o intuito de contribuir para o crescimento desse conhecimento, conduzimos um estudo para investigar relações entre a compreensão de textos e a fluência na leitura de crianças brasileiras que cursam o 4º ano do ensino fundamental. Os objetivos foram: verificar os efeitos de uma intervenção em compreensão; verificar os efeitos de uma intervenção em fluência e criar uma série de atividades para a melhoria e estimulação da fluência de leitura e da compreensão. Para tanto, foram constituídos dois grupos de intervenção (um em fluência e outro em compreensão) e um grupo controle. No início do ano letivo todos os grupos passaram pelo pré-teste que continha duas provas: uma para avaliar a fluência (precisão, velocidade e prosódia) e uma para avaliar a compreensão. A intervenção durou três meses. Ao fim desse tempo, todos os grupos passaram pelo pós-teste, constituído pelas mesmas provas do pré-teste, acrescido de uma prova que avaliou a compreensão inferencial. Na análise dos dados foram comparados o desempenho dos alunos dos três grupos. Os resultados mostraram que as intervenções ajudaram a melhorar o desempenho dos alunos nas habilidades que estavam sendo treinados, mas não na outra. As correlações de Pearson nos permitiram ver que o bom desempenho em compreensão é acompanhado do bom desempenho em fluência, evidenciando a importância das duas habilidades para o sucesso na leitura. Nosso estudo indicou que é preciso haver um ensino direcionado para podermos desenvolver ao máximo as três dimensões da fluência e os diferentes níveis de compreensão, fazendo-nos concluir que apenas o ensino de uma dessas habilidades é insuficiente para o sucesso da outra

Made available in DSpace on 2016-04-28T20:56:42Z (GMT). No. of bitstreams: 1 Edilson Goncalves de Carvalho.pdf: 1963751 bytes, checksum: afeef298e9bf59993a61671d13c581f5 (MD5) Previous issue date: 2014-03-14
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The origin of this research lies on the issues that came out through the observations of reading and text comprehension lessons in Science classes and it is based on the theoretical assumptions of the information processing approach in the perspective of Cognitive Psychology. It aims at using a training procedure, which consists of making inferences, in order to verify its effects on the ability of comprehending written texts in a group of students enrolled in the second stage of the Youth and Adult Education Program, which (corresponds to the 7th and 8th grades, in a municipal school in the city of São Paulo). To reach the objective, 40 participants were taught during twenty sessions with the purpose of searching for clues which could lead them to make inferences and comprehend texts. In the pre-test phase, the students were given one task of recognizing words and three tasks of text comprehension, two of which were done using the Cloze technique and one consisting of questions to be answered after the students had finished reading the texts. As soon as the intervention session was completed, the same three tasks were applied in the post-test phase. Following, the tasks were corrected, the scores were computed and they were submitted to statistical tests. The results indicated that the students improved significantly their performance in the comprehension tasks from the pre-test to the post-test phase. The results still showed that comprehensive reading can be taught, in the formal context of the classroom, mediated by a teacher with knowledge of the cognitive processes involved in the reading and comprehension processing
A pesquisa tem sua origem em questões provindas de observações feitas em sala de aula sobre a leitura e compreensão de textos escritos nas aulas de Ciências. Possui como referencial teórico o enfoque de processamento da informação na perspectiva da Psicologia Cognitiva. Teve como objetivo utilizar um procedimento de treino em fazer inferências, para verificar seus efeitos sobre a habilidade de compreensão de textos escritos em um grupo de alunos matriculados na Educação de Jovens e Adultos Fase II da segunda etapa (equivalente a 7ª e 8ª séries de uma escola municipal de São Paulo). Para isso, os 40 participantes foram ensinados, durante vinte sessões, a procurar pistas que os levassem a fazer inferências e compreender textos. No pré-teste, uma tarefa de reconhecimento de palavras e três tarefas de compreensão textual foram aplicadas, sendo duas pela técnica de Cloze e uma por questões para serem respondidas depois da leitura. Após as sessões de intervenção, aplicaram-se no pós-teste as mesmas três tarefas de compreensão textual. Em seguida as tarefas foram corrigidas, pontuadas e submetidas a testes estatísticos. Os resultados indicaram que os alunos melhoraram significativamente seu desempenho nas tarefas de compreensão do pré-teste para o pós-teste. Os resultados mostraram ainda que, no contexto formal de sala de aula, é possível ensinara leitura compreensiva mediada por um professor com conhecimentos dos processos cognitivos envolvidos no processamento da leitura e da compreensãoiva.

碩士
世新大學
資訊傳播學研究所(含碩專班)
106
In order to improve students’ reading competence, all governments around the world strongly emphasize on reading education. Learners cultivate their habits of taking the initiative to learn through abundant reading and effective reading; meanwhile, the strategic teachers applied in Mandarin Course classes help enable learners to read effectively. Among those, inference strategy is one of the reading strategies which teachers can apply in Mandarin course classes and help learners comprehend the implied meaning implied in the text. The purpose of this study is to understand the correlation between the perception of inference strategy and its actual use among different teaching background for Mandarin Course teachers of elementary schools in New Taipei City. The research uses the questionnaire survey procedure. There were 380 valid return collected to run descriptive statistics, independent-sample t test, one-way analysis of variance and Pearson Product-Moment Correlation. According to the results of analysis, the study showed that the overall perception of inference strategy reached high level among Mandarin Course teachers in the elementary schools and the desire of using the strategy is also high. However, gender, age, school locations, school sizes and the relevant learning hours teachers have ever taken different and significant difference in perception. For the actual use of inference strategy, the overall result reaches moderate level; however, significant difference still lies in gender, age, school locations, school sizes and the relevant learning hours. Therefore, the conclusion can be drawn that there is a significant positive correlation between the inference strategy and its actual use.

The continued underperformance of many L2 students at primary, secondary and tertiary level is a cause for grave concern in South Africa. In an attempt to better understand the cognitivelinguistic conditions and processes that underlie academic performance and underperformance, this study looks at the problem of differential academic performance by focussing on the inferential ability of undergraduate L2 students during the reading of expository texts. The study works within a constructivist theory of reading, where the successful understanding of a text is seen to involve the construction of a mental representation of what the text is about. Inferencing plays an important role in constructing meaning during reading because it enables the reader to link incoming information with already given information, and it enables the reader to construct a mental representation of the meaning of a text by converting the linear input into a hierarchical mental representation of interrelated information. The main finding showed that the ability to make inferences during the reading of expository texts was strongly related to academic performance: the more inferences students made during the reading of expository texts, the better they performed academically. This relationship held across the making of various inferences, such as anaphoric inferences, vocabulary inferences, inferences about various semantic relations, and thematic inferences. In particular, the ability to make anaphoric, contrastive and causal inferences emerged as the strongest predictors of academic performance. The study provides strong empirical evidence that the ability to make inferences during reading enables a reader to construct meaning and thereby also to acquire new knowledge. Reading is not only a tool for independently accessing information in an information-driven society, it is fundamentally a tool for constructing meaning. Reading and inferencing are not additional tools that students need to master in the learning context- they constitute the very process whereby learning occurs.
Linguistics and Modern Languages
D.Litt. et Phil. (Linguistics)

Cheung Po-yan.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 278-285).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgements --- p.iii
Page
Chapter Chapter 1 --- Introduction
Chapter 1.1 --- The Problem --- p.1
Chapter 1.2 --- Rationale for the Study --- p.3
Chapter 1.3 --- Significance of the Study --- p.4
Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading
Chapter 2.1 --- Overview of Learning Strategies --- p.6
Chapter 2.1.1 --- Definitions of a Strategy --- p.6
Chapter 2.1.2 --- Classification of Learning Strategies --- p.7
Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10
Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11
Chapter 2.2 --- General Theories Related to Reading --- p.14
Chapter 2.2.1 --- Definitions of Reading --- p.14
Chapter 2.2.2 --- Conventional Models in Reading --- p.14
Chapter 2.2.2.1 --- Bottom-up Processing --- p.14
Chapter 2.2.2.2 --- Top-down Processing --- p.16
Chapter 2.2.2.3 --- Interactive Processing --- p.16
Chapter 2.2.2.4 --- Schema Theory --- p.19
Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20
Chapter 2.3 --- Inferencing --- p.21
Chapter 2.3.1 --- Definitions of Inferencing --- p.21
Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27
Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27
Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28
Chapter 2.3.3.1 --- Experimental Approach --- p.28
Chapter 2.3.3.2 --- Case Study Approach --- p.31
Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32
Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32
Chapter 2.4 --- Summary --- p.33
Chapter Chapter 3 --- Methodology
Chapter 3.1 --- Design Characteristics --- p.34
Chapter 3.2 --- Construction of Instruments --- p.35
Chapter 3.2.1 --- Training Passages --- p.35
Chapter 3.2.2 --- Reading Ability Test --- p.39
Chapter 3.2.3 --- Pre and Posttest --- p.39
Chapter 3.2.4 --- Background Questionnaire --- p.40
Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40
Chapter 3.2.6 --- Response Questionnaire --- p.41
Chapter 3.2.7 --- Observation Form --- p.41
Chapter 3.2.8 --- Guessing Game --- p.42
Chapter 3.2.9 --- Self-monitoring Checklist --- p.43
Chapter 3.3 --- Pilot-testing of Materials --- p.43
Chapter 3.3.1 --- Subjects --- p.44
Chapter 3.3.2 --- Procedures --- p.44
Chapter 3.3.3 --- Modifications --- p.46
Chapter 3.4 --- Study --- p.48
Chapter 3.4.1 --- Subjects --- p.48
Chapter 3.4.2 --- Observer --- p.49
Chapter 3.4.3 --- Experimental Procedures --- p.49
Chapter 3.4.3.1 --- Overview of Procedure --- p.50
Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51
Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52
Chapter 3.4.3.1.3 --- Lecture --- p.52
Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53
Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53
Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54
Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54
Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55
Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55
Chapter 3.4.3.1.5 --- Interviews --- p.56
Chapter 3.4.3.1.6 --- Diary --- p.56
Chapter 3.5 --- Data Analysis --- p.56
Chapter Chapter 4 --- Research Findings
Chapter 4.1 --- General Picture --- p.58
Chapter 4.2 --- Hypotheses Tested --- p.59
Chapter 4.2.1 --- Hypothesis1 --- p.60
Chapter 4.2.2 --- Hypothesis2 --- p.61
Chapter 4.3 --- Subjects' Responses --- p.64
Chapter 4.3.1 --- Background Questionnaire --- p.64
Chapter 4.3.2 --- Response Questionnaire --- p.71
Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77
Chapter 4.3.4 --- Interviews --- p.78
Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80
Chapter 4.3.4.2 --- Usefulness of The Training --- p.86
Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87
Chapter 4.3.4.4 --- Time --- p.91
Chapter 4.3.4.5 --- Attention Level --- p.95
Chapter 4.3.4.6 --- Instructor's Performance --- p.99
Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103
Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103
Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103
Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104
Chapter 4.3.4.7.4 --- Others --- p.105
Chapter 4.4 --- Observer's Responses --- p.106
Chapter 4.4.1 --- Observation Forms --- p.106
Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106
Chapter 4.4.1.2 --- Instructor's Performance --- p.107
Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108
Chapter 4.4.1.4 --- Overall Comments --- p.110
Chapter 4.4.2 --- Interviews --- p.111
Chapter 4.4.2.1 --- Pre-training --- p.111
Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111
Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112
Chapter 4.4.2.1.3 --- Difficulties --- p.113
Chapter 4.4.2.2 --- Post-training --- p.113
Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113
Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114
Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116
Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116
Chapter 4.5 --- Instructor's Diary --- p.117
Chapter 4.6 --- Summary --- p.124
Chapter Chapter 5 --- Discussion on Research Findings
Chapter 5.1 --- Hypothesis1 --- p.125
Chapter 5.2 --- Hypothesis2 --- p.128
Chapter 5.3 --- Problems Revealed from The Study --- p.130
Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130
Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132
Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134
Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135
Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136
Chapter 5.4 --- Summary --- p.137
Chapter Chapter 6 --- Conclusion
Chapter 6.1 --- Major Findings --- p.138
Chapter 6.2 --- Limitations of The Study --- p.140
Chapter 6.3 --- Pedagogical Implications --- p.142
Chapter 6.4 --- Recommendations for Future Research --- p.144
Chapter 6.5 --- Summary --- p.145
Appendices --- p.146
References --- p.278

Relatório de Estágio do Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras
O presente relatório insere-se no âmbito da Prática Pedagógica Supervisionada e pretende perceber, enquanto estudo de caso científico-didático, de que forma é que o ensino explícito das inferências e da síntese, enquanto estratégias de compreensão leitora do texto literário, otimizam a compreensão leitora. Na primeira parte deste trabalho, procedeu-se à caracterização do contexto socioeducativo, que inclui a apresentação da instituição de ensino e da turma onde foi concretizado o estágio, e à reflexão crítica da experiência docente ao longo do ano letivo. Na segunda parte, após uma breve introdução que reflete sobre a pertinência do tema, explicita-se a prevalência das duas estratégias nos Programas e Metas Curriculares do Ensino Básico e Secundário e procede-se ao enquadramento teórico, que expõe os conceitos básicos para a compreensão da temática em causa. Por fim, apresentam-se os dados, obtidos a partir de aplicações didáticas das estratégias e dos Questionários de Leitura, que serão analisados e discutidos criticamente. Após o balanço crítico da prestação dos alunos e do trabalho desenvolvido pela professora estagiária, constata-se que o impacto do ensino explícito das inferências e da síntese é positivo e observa-se uma progressiva otimização da compreensão leitora nos alunos ao longo das aplicações didáticas. O presente relatório insere-se no âmbito da Prática Pedagógica Supervisionada e pretende perceber, enquanto estudo de caso científico-didático, de que forma é que o ensino explícito das inferências e da síntese, enquanto estratégias de compreensão leitora do texto literário, otimizam a compreensão leitora. Na primeira parte deste trabalho, procedeu-se à caracterização do contexto socioeducativo, que inclui a apresentação da instituição de ensino e da turma onde foi concretizado o estágio, e à reflexão crítica da experiência docente ao longo do ano letivo. Na segunda parte, após uma breve introdução que reflete sobre a pertinência do tema, explicita-se a prevalência das duas estratégias nos Programas e Metas Curriculares do Ensino Básico e Secundário e procede-se ao enquadramento teórico, que expõe os conceitos básicos para a compreensão da temática em causa. Por fim, apresentam-se os dados, obtidos a partir de aplicações didáticas das estratégias e dos Questionários de Leitura, que serão analisados e discutidos criticamente. Após o balanço crítico da prestação dos alunos e do trabalho desenvolvido pela professora estagiária, constata-se que o impacto do ensino explícito das inferências e da síntese é positivo e observa-se uma progressiva otimização da compreensão leitora nos alunos ao longo das aplicações didáticas.
This report falls within the scope of Supervised Pedagogical Practice and intends to understand, as a scientific-didactic case study, how the explicit teaching of inferences and synthesis, as reading comprehension strategies of the literary text, optimize the reading comprehension. In the first part of this work, we proceeded to characterize the socio-educational context, which includes the presentation of the educational institution and the class where the internship took place, and the critical reflection of the teaching experience throughout the school year. In the second part, after a brief introduction that reflects on the relevance of the theme, the prevalence of the two strategies in the Basic and Secondary Curriculum Programs and Goals is made explicit and the theoretical framework proceeds, which exposes the basic concepts for understanding the theme in question. Finally, the data, obtained from didactic applications of the strategies and the Reading Questionnaires, are presented, which will be analyzed and discussed critically. After the critical assessment of the student's performance and the work developed by the trainee teacher, it appears that the impact of the explicit teaching of inferences and synthesis is positive and there is a progressive optimization of reading comprehension in students throughout the didactic applications.This report falls within the scope of Supervised Pedagogical Practice and intends to understand, as a scientific-didactic case study, how the explicit teaching of inferences and synthesis, as reading comprehension strategies of the literary text, optimize the reading comprehension. In the first part of this work, we proceeded to characterize the socio-educational context, which includes the presentation of the educational institution and the class where the internship took place, and the critical reflection of the teaching experience throughout the school year. In the second part, after a brief introduction that reflects on the relevance of the theme, the prevalence of the two strategies in the Basic and Secondary Curriculum Programs and Goals is made explicit and the theoretical framework proceeds, which exposes the basic concepts for understanding the theme in question. Finally, the data, obtained from didactic applications of the strategies and the Reading Questionnaires, are presented, which will be analyzed and discussed critically. After the critical assessment of the student's performance and the work developed by the trainee teacher, it appears that the impact of the explicit teaching of inferences and synthesis is positive and there is a progressive optimization of reading comprehension in students throughout the didactic applications.

Relatório de Estágio do Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras
Com este trabalho, no âmbito do Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário, da Faculdade de Letras da Universidade de Coimbra, pretende-se descrever as atividades realizadas com uma turma de 11º ano, em contexto de prática pedagógica supervisionada, no Agrupamento de Escolas de Penalva do Castelo, Distrito de Viseu. Pretende-se, ainda, discutir, do ponto de vista teórico-prático, a temática do ensino explícito da compreensão da leitura, com base na estratégia inferencial, abordada durante o período de estágio curricular.Depois de se caracterizar o contexto socioeducativo em que este foi realizado, será feita uma descrição das atividades que foram desenvolvidas com os alunos da referida turma, bem como a análise e interpretação crítica das informações recolhidas, com base na observação e na aplicação de instrumentos de recolha de dados e de produções dos alunos.A análise e interpretação dos referidos dados permitem concluir, como se verificará na segunda parte deste Relatório, que a adoção da estratégia inferencial proporciona aos alunos o desenvolvimento de mecanismos de compreensão da leitura. Com efeito, as atividades realizadas permitiram concluir que, na leitura, quando o professor, de forma explícita, introduz questões para fazer inferências, os alunos compreendem melhor o que estão a ler e, progressivamente, vão desenvolvendo mecanismos de compreensão autónoma da leitura. Palavras-chave: leitura, compreensão da leitura, realização de inferências, estratégia inferencial, ensino explícito.Com este trabalho, no âmbito do Curso de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário, da Faculdade de Letras da Universidade de Coimbra, pretende-se descrever as atividades realizadas com uma turma de 11º ano, em contexto de prática pedagógica supervisionada, no Agrupamento de Escolas de Penalva do Castelo, Distrito de Viseu. Pretende-se, ainda, discutir, do ponto de vista teórico-prático, a temática do ensino explícito da compreensão da leitura, com base na estratégia inferencial, abordada durante o período de estágio curricular.Depois de se caracterizar o contexto socioeducativo em que este foi realizado, será feita uma descrição das atividades que foram desenvolvidas com os alunos da referida turma, bem como a análise e interpretação crítica das informações recolhidas, com base na observação e na aplicação de instrumentos de recolha de dados e de produções dos alunos.A análise e interpretação dos referidos dados permitem concluir, como se verificará na segunda parte deste Relatório, que a adoção da estratégia inferencial proporciona aos alunos o desenvolvimento de mecanismos de compreensão da leitura. Com efeito, as atividades realizadas permitiram concluir que, na leitura, quando o professor, de forma explícita, introduz questões para fazer inferências, os alunos compreendem melhor o que estão a ler e, progressivamente, vão desenvolvendo mecanismos de compreensão autónoma da leitura. Palavras-chave: leitura, compreensão da leitura, realização de inferências, estratégia inferencial, ensino explícito.
With this work, in the scope of the Master Course in Portuguese Teaching in the 3rd Cycle of Basic Education and Secondary Education, from Faculdade de Letras da Universidade de Coimbra it is intend to describe the activities accomplished with a class of 11th grade, in the context of supervised pedagogical practice, in the Penalva do Castelo School Grouping, Viseu District. It is also intended to discuss, from the theoretical-practical point of view, the theme of explicit teaching of reading comprehension, based on the inferential strategy, addressed during the period of curricular internship.After describing the social-educational context in which it was fulfilled, a description of the activities that were developed with students of the said class will follow, as well as the analysis and critical interpretation of the information collected, based on the observation and application of collection of data and student productions.The analysis and interpretation of these data allows us to cloncude, as will see in the second part of this Report, that the adoption of the inferential strategy provides in students the development of reading comprehension mechanisms. Indeed, the activities carried out allowed us to conclude that, in reading, when the teacher, explicitly introduces questions to make inferences, students understand better what they are reading and, progressively, they develop mechanisms of independence reading comprehension.Keywords: reading, reading comprehension, realization of inferences, inferential strategy, explicit teaching.With this work, in the scope of the Master Course in Portuguese Teaching in the 3rd Cycle of Basic Education and Secondary Education, from Faculdade de Letras da Universidade de Coimbra it is intend to describe the activities accomplished with a class of 11th grade, in the context of supervised pedagogical practice, in the Penalva do Castelo School Grouping, Viseu District. It is also intended to discuss, from the theoretical-practical point of view, the theme of explicit teaching of reading comprehension, based on the inferential strategy, addressed during the period of curricular internship.After describing the social-educational context in which it was fulfilled, a description of the activities that were developed with students of the said class will follow, as well as the analysis and critical interpretation of the information collected, based on the observation and application of collection of data and student productions.The analysis and interpretation of these data allows us to cloncude, as will see in the second part of this Report, that the adoption of the inferential strategy provides in students the development of reading comprehension mechanisms. Indeed, the activities carried out allowed us to conclude that, in reading, when the teacher, explicitly introduces questions to make inferences, students understand better what they are reading and, progressively, they develop mechanisms of independence reading comprehension.Keywords: reading, reading comprehension, realization of inferences, inferential strategy, explicit teaching.