Além do reconhecimento de palavras: repensando a instrução de leitura por meio da voz dos professores

Abdulaziz Althewini

doi:10.22633/rpge.v29iesp3.20696

Autores

Abdulaziz Althewini Universidade Rei Saud bin Abdulaziz https://orcid.org/0000-0002-5854-8090

DOI:

https://doi.org/10.22633/rpge.v29iesp3.20696

Palavras-chave:

Instrução de leitura, Educação, Inglês como língua estrangeira, Percepção do professor

Resumo

Este estudo investiga as percepções dos professores sobre a abordagem baseada em habilidades para o ensino de leitura, com foco em fonética, gramática e reconhecimento de palavras. Embora esse método apoie a pronúncia e o desenvolvimento da alfabetização fundamental, os resultados sugerem que a dependência excessiva dele pode limitar a compreensão de leitura dos alunos e promover hábitos de aprendizagem passiva. Com base nas respostas de 52 professores a uma pesquisa, o estudo identificou uma mudança crescente — especialmente entre educadores iniciantes e aqueles com treinamento formal — em direção à incorporação de estratégias focadas na compreensão. Os resultados destacam a necessidade de um modelo de ensino mais equilibrado que integre habilidades fundamentais com abordagens orientadas por significado para fortalecer tanto os resultados da alfabetização quanto as habilidades de pensamento crítico dos alunos.

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Biografia do Autor

Abdulaziz Althewini, Universidade Rei Saud bin Abdulaziz

Universidade Rei Saud bin Abdulaziz para Ciências da Saúde, Centro Internacional de Investigação Médica Rei Abdullah e Ministério da Guarda Nacional - Assuntos de Saúde, Arábia Saudita. Professor associado.

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