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Shared reading for initial literacy in students of the multigrade classroom

Shared reading for initial literacy in students of the multigrade classroom;
Leitura compartilhada para alfabetização inicial em alunos da aula multinível

dc.creatorMuegues Rodríguez, María Dolores
dc.creatorColina Chacín, María de las Mercedes
dc.date2023-03-09
dc.date.accessioned2023-08-30T17:09:46Z
dc.date.available2023-08-30T17:09:46Z
dc.identifierhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3325
dc.identifier10.31948/rev.criterios/30.1-art1
dc.identifier.urihttps://hdl.handle.net/20.500.14112/27929
dc.descriptionThe present research aims to implement shared reading as a strategy for the promotion of initial literacy in a multigrade classroom of the San José de Oriente Agricultural Technical Educational Institution. Methodologically, it was located in the post-positivist paradigm, framed in pedagogical action research. For the exploration of the results, the participant observation technique was applied and the field diary and the self-evaluation workshop were used as an instrument. The work unit consisted of eight children from the multigrade classroom. The results showed that when using shared reading strategies for literacy from the first steps through schooling, resorting to creative forms framed in innovative and motivational methods, their interest and motivation for learning grows. In the same way, it was confirmed that the contextualization of the spaces attending to the particular needs of the students allows for achieving satisfactory results. Therefore, it is recommended to carry out a flexible evaluation before, during, and after the activities, that verify their interests, as well as using teaching techniques that provide meaningful experiences gradually strengthening the academic, emotional, and relational areas where indicators that validate the proposed objectives are displayed.en-US
dc.descriptionThe present research aims to implement shared reading as a strategy for the promotion of initial literacy in a multigrade classroom of the San José de Oriente Agricultural Technical Educational Institution. Methodologically, it was located in the post-positivist paradigm, framed in pedagogical action research. For the exploration of the results, the participant observation technique was applied and the field diary and the self-evaluation workshop were used as an instrument. The work unit consisted of eight children from the multigrade classroom. The results showed that when using shared reading strategies for literacy from the first steps through schooling, resorting to creative forms framed in innovative and motivational methods, their interest and motivation for learning grows. In the same way, it was confirmed that the contextualization of the spaces attending to the particular needs of the students allows for achieving satisfactory results. Therefore, it is recommended to carry out a flexible evaluation before, during, and after the activities, that verify their interests, as well as using teaching techniques that provide meaningful experiences gradually strengthening the academic, emotional, and relational areas where indicators that validate the proposed objectives are displayed.spa
dc.descriptionA presente pesquisa visa implementar a leitura compartilhada como estratégia de promoção da alfabetização inicial em uma sala de aula multinível do Instituto Técnico Agrícola de San José de Oriente. Metodologicamente, localizou-se no paradigma pós-positivista, enquadrado na pesquisa-ação pedagógica. Para a exploração dos resultados, foi aplicada a técnica de observação participante e como instrumento, o diário de campo e a oficina de autoavaliação. A unidade de trabalho era composta por oito crianças da aula multinível. Os resultadosmostraram que, ao utilizar estratégias de leitura compartilhada para a alfabetização desde os primeiros passos até a escolarização, recorrendo a formas criativas enquadradas em métodos inovadores e motivacionais, seu interesse e motivação para a aprendizagem aumentam; da mesma forma, constatou-se que a contextualização dos espaços atendendo às necessidades particulares dos alunos permite o alcance de resultados satisfatórios. Portanto, recomenda-se realizar uma avaliação flexível antes, durante e após as atividades, que verifiquem seus interesses, além de utilizar técnicas de ensino que proporcionam vivências significativas fortalecendo gradativamente a área acadêmica, emocional e relacional onde são apresentados indicadores que validam os objetivos propostos.pt-BR
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dc.languageeng
dc.languagespa
dc.publisherEditorial UNIMARspa
dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3325/3750
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dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3325/3756
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dc.rightshttps://creativecommons.org/licenses/by/4.0spa
dc.sourceRevista Criterios; Vol. 30 No. 1 (2023): Revista Criterios; 12-30en-US
dc.sourceRevista Criterios; Vol. 30 Núm. 1 (2023): Revista Criterios; 12-30spa
dc.sourceRevista Criterios; v. 30 n. 1 (2023): Revista Criterios; 12-30pt-BR
dc.source2256-1161
dc.source0121-8670
dc.source10.31948/10.31948/rev.criterios/30.1
dc.subjectReadingspa
dc.subjectliteracyspa
dc.subjectreading comprehensionspa
dc.subjecteducational strategiespa
dc.subjecteducational workshopspa
dc.subjectsaúde mentalpt-BR
dc.subjectequilíbrio posturalpt-BR
dc.subjecttranstornos mentaispt-BR
dc.subjectpropriocepção e interocepçãopt-BR
dc.subjectReadingen-US
dc.subjectliteracyen-US
dc.subjectreading comprehensionen-US
dc.subjecteducational strategieen-US
dc.subjecteducational workshopen-US
dc.titleShared reading for initial literacy in students of the multigrade classroomen-US
dc.titleShared reading for initial literacy in students of the multigrade classroomspa
dc.titleLeitura compartilhada para alfabetização inicial em alunos da aula multinívelpt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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