Avaliação e mediação da compreensão leitora de alunos de 5. ano de uma escola pública municipal de Maceió-AL

Abstract

This research is situated in the study area of reading and cognition and has as objective to identify the cognitive and metacognitive difficulties that interfere in reading comprehension among students from the 5h year of elementary school at a municipal public school in Maceió, capital of Alagoas State, in the Northeast of Brazil. The research is characterized as qualitative (with quantitative data) and also interpretative and was carried out at a municipal elementary public school, with 52 students during the second semester of 2014. The instruments utilized to collect data were: a questionnaire to define students’ profile and another one to collect personal and professional data from the teachers who ceded their teams. The author also used comprehension tests, such as cloze tests, multiple choice comprehension tests and verbal protocols with 12 students. The research had as theoretical rationale the cognitive approach of reading, which deals with the processes of reading comprehension, its strategies and assumptions defended by Kleiman (2002), Silveira (2005), Leffa (1996), Tomitch (2004), Pereira (2009), Santos (2009), among others. The data analysis pointed out to a sharp diversity in reading comprehension among the students, who have from a reasonable comprehension level, adequate to their age and school level, up to evidences of semi-illiteracy with all the difficulties in reading comprehension. In this sense, it was remarkable the case of a student considered as illiterate, because she could not even decodify isolated words in an autonomous way.