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A relação do ensino direto de conceitos abstratos com a compreensão da linguagem
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Abstract(s)
Este estudo pretende investigar se, por meio de estratégias educacionais voltadas à compreensão plena de conceitos abstratos é possível aumentar o nível de compreensão da leitura. Enquanto crianças que não apresentam dificuldades relacionadas à compreensão da linguagem são capazes de absorver esses conceitos geralmente de forma implícita, por meio de textos e interações sociais, indivíduos com problema em inferir significado podem melhorar se beneficiar do ensino explícito de conceitos.
Esse ensino direto deve ter como objetivo ampliar o repertório lexical dos alunos de forma a capacitá-los a inferir significado e entender de forma profunda os conceitos e suas variadas conotações e possibilidades de uso. Para tanto, deve ser elaborado com base em estratégias que auxiliem o desenvolvimento da consciência metalinguística e habilidades que de forma interdependentes possibilitem a compreensão leitora.
Sendo assim, pretendeu-se comprovar que teorias baseadas em como a mente cria significado podem facilitar o desenvolvimento da linguagem, a partir do uso de associações metafóricas como ferramenta do ensino explícito de vocabulário abstrato.
A partir de avaliações realizadas após um trabalho de intervenção focada no ensino de vocabulário e voltada a alunos que apresentaram baixo desempenho em testes de compreensão de texto, foi possível constatar uma significativa melhora na capacidade de compreensão leitora.
The present study aims to investigate if it is possible, through educational strategies focused on deep understanding of abstract concepts, to achieve gains in reading comprehension. Whereas kids who don’t have apparent difficulties related to language comprehension are able to absorb these concepts in an implicit way, through written material as well as social interactions, those who present problems inferring meaning might benefit from explicit vocabulary instruction. This direct instruction must have as a goal to expand lexical repertoire of students in order to make it possible for them to infer meaning and also to deeply understand the concepts and their various connotations and uses in different contexts. This requires the building of an approach for intervention or classroom activity that is based on strategies that encourage the development of metalinguistic awareness and skills that are interdependently necessary on the reading comprehension process. Therefore, this study intends to verify the efficiency of neuroscience-based strategies for language development. Created according to theories on how the brain constructs meaning, these strategies make use of metaphors for the explicit instruction of abstract concepts. Assessments were applied on a group of students previously identified as poor comprehends after a four-week intervention program that focused on vocabulary instruction. The results indicate that it is possible to achieve a significant improvement in reading comprehension though this approach.
The present study aims to investigate if it is possible, through educational strategies focused on deep understanding of abstract concepts, to achieve gains in reading comprehension. Whereas kids who don’t have apparent difficulties related to language comprehension are able to absorb these concepts in an implicit way, through written material as well as social interactions, those who present problems inferring meaning might benefit from explicit vocabulary instruction. This direct instruction must have as a goal to expand lexical repertoire of students in order to make it possible for them to infer meaning and also to deeply understand the concepts and their various connotations and uses in different contexts. This requires the building of an approach for intervention or classroom activity that is based on strategies that encourage the development of metalinguistic awareness and skills that are interdependently necessary on the reading comprehension process. Therefore, this study intends to verify the efficiency of neuroscience-based strategies for language development. Created according to theories on how the brain constructs meaning, these strategies make use of metaphors for the explicit instruction of abstract concepts. Assessments were applied on a group of students previously identified as poor comprehends after a four-week intervention program that focused on vocabulary instruction. The results indicate that it is possible to achieve a significant improvement in reading comprehension though this approach.
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Keywords
Ensino de vocabulário Compreensão leitora Compreensão da linguagem Estratégias de ensino Vocabulary instruction Reading comprehension Language comprehension Strategies of comprehension instruction