Autoeficácia e compreensão leitora: estudo de intervenção com alunos dos Anos Iniciais do Ensino Fundamental
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Tipo
Artigos
Classficação
Nível teórico
Data
2025
Objetivos de Desenvolvimento Sustentável
ODS 4. Educação de qualidade
Título do Períodico
Educação: Teoria e Crítica
ISSN
1981-8106
Página(s)/e-location
e64[2025]
Idioma(s)
pt
Fonte
Rio Claro, SP
35
70
35
70
Fonte
Coleções
Resumo
Com delineamento quase-experimental, o objetivo da pesquisa foi avaliar o efeito de uma intervenção destinada a promover a compreensão leitora em textos de história e a autoeficácia para exercer essa habilidade, De uma amostra maior, foram selecionados com critérios aleatórios 20 alunos dos anos iniciais do Ensino Fundamental que, num pré-teste, revelaram baixos escores em autoeficácia e em compreensão leitora, Desse total, 10 formaram o grupo experimental e outros 10, o grupo de controle, A autoeficácia para compreensão leitora de um texto de história foi medida com uma escala construída para este estudo, com boas propriedades psicométricas, Compreensão leitora foi avaliada com questões abertas sobre o mesmo texto e as respostas avaliadas por duas avaliadoras, Em 10 sessões de intervenção o grupo experimental aprendeu e praticou estratégias cognitivas para interpretar textos de uma disciplina específica, sendo questionado sobre seus conteúdos e recebendo feedback pela participação ativa e pelo progresso, Após a intervenção, tanto no pós-teste como no pós-teste postergado, este grupo revelou escores significativamente mais elevados tanto em compreensão leitora como em autoeficácia para compreensão leitora, ambas com tamanho do efeito muito alto, Os resultados foram discutidos com base na relação de causação recíproca da Teoria Social Cognitiva de Bandura, que também trouxe explicações para os avanços não esperados no grupo de controle,
With a quasi-experimental design, the objective of the research was to evaluate the effect of an intervention designed to promote reading comprehension in history texts and self-efficacy to exercise this skill. From a larger sample, we selected with random criteria 20 students from the initial elementary school years who revealed low scores in self-efficacy and reading comprehension in a pre-test. Of that total, 10 formed the experimental group and another 10, the control group. Self-efficacy for reading comprehension of a history text was measured with a scale constructed for this study, with good psychometric properties. Reading comprehension was evaluated with open questions about the same text and the answers were evaluated by two reviewers. During ten intervention sessions, the experimental group was taught and practiced cognitive strategies for interpreting texts from that discipline. Students were asked about their content and received feedback for active participation and progress. After intervention, both in the post-test and in the postponed post-test, this group revealed significantly higher scores in both reading comprehension and self-efficacy for reading comprehension, both with very high effect sizes. Results were discussed based on the reciprocal causation relationship according to Bandura's Social Cognitive Theory, which also provided explanations for unexpected advances in the control group.
With a quasi-experimental design, the objective of the research was to evaluate the effect of an intervention designed to promote reading comprehension in history texts and self-efficacy to exercise this skill. From a larger sample, we selected with random criteria 20 students from the initial elementary school years who revealed low scores in self-efficacy and reading comprehension in a pre-test. Of that total, 10 formed the experimental group and another 10, the control group. Self-efficacy for reading comprehension of a history text was measured with a scale constructed for this study, with good psychometric properties. Reading comprehension was evaluated with open questions about the same text and the answers were evaluated by two reviewers. During ten intervention sessions, the experimental group was taught and practiced cognitive strategies for interpreting texts from that discipline. Students were asked about their content and received feedback for active participation and progress. After intervention, both in the post-test and in the postponed post-test, this group revealed significantly higher scores in both reading comprehension and self-efficacy for reading comprehension, both with very high effect sizes. Results were discussed based on the reciprocal causation relationship according to Bandura's Social Cognitive Theory, which also provided explanations for unexpected advances in the control group.
Descrição
Palavras-chave
Compreensão leitora, Autoeficácia para compreensão leitora, Teoria social cognitiva, Intervenção, Ensino fundamental, Reading comprehension, Self-efficacy for reading comprehension, Social cognitive theory, Intervention, Elementary school
Citação
BZUNECK, José Aloyseo; MARQUES, Caroline Isabel de Amorim. Autoeficácia e compreensão leitora: estudo de intervenção com alunos dos Anos Iniciais do Ensino Fundamental. Educação: Teoria e Crítica, p. e64[2025]. 2025. https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/19020/13358. Acesso em: 2025-07-22