A aprendizagem da leitura nas séries iniciais

Abstract

This research provides a reflective approach, in which we discuss the learning process in reading, which is considered crucial to the integration of the individual in society. However, this task has caused failures in the early years of schooling, there are even a significant number of children who fail to understand the nature of the activity, responding to the demands that school is for learning. It is often very high and the amount of pupils who have learning difficulties in this area, affecting his whole school career. Based on this assumption delimit general objective: to analyze the situation of teaching and learning in relation to reading literacy in the period. The specific objectives defined to describe the conceptions of literacy that permeate the school today; report how is the practice of reading in the classroom; describe some factors that influence the process of reading in literacy classes; diagnose how is the conceptions and practices of reading teachers and students surveyed. Established the following hypotheses: The success of learning to read children depends on factors imprint cognitive, pedagogical as well, and a stimulating environment in the classroom. Initially, the investigation was based on literature review. It is made an approach to the concepts of literacy that still permeates the school, learning to read the educational prospects. Subsequently address aspects such as: the educator and the practice of reading in the classroom and the factors that hinder learning to read. Here is the methodology that is supported by two questionnaires (one for teachers and one for students) aimed at measuring how is learning to read. Finally, we verified that learning to read is a theme which, although it has improved considerably, still requires changes in teachers' pedagogical practice, requiring continuous research and a process of continuous updating teaching and that learning to read depends not only on factors related to the educational process, but also psychological imprint.