É sendo ensinado que se aprende: resultados de um treino em inferências na compreensão de textos de crianças do 4º ano

Abstract

This research aimed to test the utilization of a inferential training, to evaluates its effects on the text comprehension skill, in a class with students on the fourth grade of the Basic Education. For this, the 38 participants were divided in groups: 19 children to Intervention s Group and 19 children to the Control Group. For the GI's children, was performed one intervention in class whom students were stimulated and taught to seek clue that would lead them to make inferences and justified the generating bases of these inferences, relating text's information with previous knowledge, and to integrate information mentioned in the same text. No significant differences were found between the two groups in the pre-test. In the pos-test, every GI s children were significantly more successful than those in the CG. Only the children in the GI showed improvement of their comprehension skills when compared in the pre- and in the post-test 1 and 2. These intervention proceedings and their educational implication are analyzed and discussed in terms of finding useful ways of teaching comprehension in the school setting