Problemáticas associadas à aquisição da competência leitora e impacto na aprendizagem escolar

Abstract

The investigations reading area have proliferated in recent years, as it is of unquestionable importance in learning domain and also in academic and professional human being success. It is certainly considered an irreplaceable tool that allows readers to access to a set of endless experiences and knowledge, being a crucial achievement in personal and social development of every individual. Read is understanding, interpreting and traveling through the world, it is being aware of the infinite capacity to which we are endowed - to be compared and steady growth. Although it is a fundamental competence in the lives of all subjects, learning to read is a complex, multifaceted, dynamic and experienced individual process. The causes of these difficulties are multiple and competing, since the child's linguistic development and the environment where he lives, the low expectations of parents, teachers and the child who cannot easily access to reading and also the inadequate preparation of some teachers for this problematic. For weak readers there are many constraints that are imposed in their schooling, particularly disinvestment and disinterest in learning, as well as the onset of behavioral and emotional problems. In this sense, if the difficulties are diagnosed early and targeted intervention, we are, in fact, contributing to the increase in the rate of school success and for the formation of more able and interventional pupils. Based on this challenge to meet and study the reasons for the experienced difficulties of a student in the initial process of learning to read, this project was born. In this thesis, we seek to analyze the problems of learning to read in an attempt to understand and explain the difficulties that many students manifest in its acquisition. In the empirical study we seek to address this issue using the case study methodology, with the overall objective to know the difficulties and potential causes of the presented problems by a student who is learning to read. For data collection, we rely on interviews, consultation of the bibliographic record of the student and other documents (evaluation reports, reports from the services of Psychology, Individual Educational Plan) and reading by the student of different grids constructed for this purpose, containing the alphabet letters and various lists of words and pseudo words. We also found that, in addition to the difficulties highlighted in the main ways of word recognition, the student expresses a cognitive impairment, including limitations in memory terms, which is indispensable and irreplaceable in the processing of written information.

Date of Award	9 Dec 2011
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Isabel Festas (Supervisor) & Anabela Carvalho (Co-Supervisor)