VeniUniversity

0513

DIPLOMATE

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Type: Dissertation

Title: DIFFICULTIES IN READING DEVELOPMENT AND THEIR CONSEQUENCES FOR THE LEARNING PROCESS

Title: DIFICULDADES NO DESENVOLVIMENTO DA LEITURA E SUAS CONSEQUÊNCIAS NO PROCESSO DE APRENDIZAGEM

Author(s): Silva Monteiro Gonçalves, Denilza

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Advisor: Filgueiras de Araújo, Hugo, PhD

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Date of document: March- 04-2022

Abstract:

The main objective was to analyze the difficulties in reading development faced by students in Elementary School I at Escola Nossa Senhora do Bom Conselho, located in the municipality of Brejo da Madre de Deus, state of Pernambuco. The procedure adopted was based on a bibliographical review and the application of semi-structured interviews, based mainly on the authors: Vygotsky, Soares, Kleiman, and Solé, who study human development, education, learning and reading, to better understand the causes and the difficulties faced by teachers and students in this research. It was noticed that learning difficulties are present in everyday school life, and it is up to the professional to find a way to resolve each case, even seeking help from other specialists who will assist in these difficulties, however, in most cases, the main help is with family itself, which plays a very important role in the child's life. The study revealed that learning to read is a complex social practice that takes place in reader/author interaction. In this process, several elements come into action simultaneously, such as the reader's prior knowledge and the elements of the text. For this operation to occur effectively, it is recommended that the learner develop a series of skills and use some reading strategies. In this sense, the more information the teacher has about the literacy and literacy processes, as well as about the operations that proficient reading requires, the more qualified they will be able to assess the student's reading level and intervene significantly when necessary. The investigation made it possible to conclude that a well-equipped teacher can create a context of interaction, positioning himself as a mediator in the process that involves teaching skills linked to reading, identifying, more appropriately, the difficulties that may occur along the way and promoting better conditions. favorable for meaningful learning.

Keywords: Learning; difficulties in reading

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