Teaching Reading Comprehension in Portuguese Primary and Middle Schools

Autor/inn/en	Cordeiro, Carolina; Nunes, Andreia; Castro, São Luís; Limpo, Teresa
Titel	Teaching Reading Comprehension in Portuguese Primary and Middle Schools
Quelle	In: Technology, Knowledge and Learning, 26 (2021) 2, S.339-354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cordeiro, Carolina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-020-09486-y
Schlagwörter	Reading Comprehension; Middle School Students; Difficulty Level; Textbooks; Oral Language; Reading Instruction; Science Instruction; Content Analysis; Literacy; Grade 4; Grade 6; Foreign Countries; Teaching Methods; Portugal + Suchen Sie Ihr Suchwort? Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schwierigkeitsgrad; Textbook; Text book; Schulbuch; Lehrbuch; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reading comprehension is an important skill throughout all stages of education. However, Portuguese pupils still demonstrate difficulties in understanding what they read. In addition to cognitive and psychological factors, it is important to understand how this skill is addressed in textbooks. Here, we examined how reading comprehension is targeted in Portuguese and Science textbooks in Grades 4 and 6. Regarding Portuguese textbooks, we found a higher focus on orality than on reading comprehension in Grade 4 and a more distributed focus regarding literacy-related skills in Grade 6. In both grades, most of the questions related to reading comprehension involved retrieval of factual information using open questions. This pattern was also observed for Science textbooks. These findings seem crucial to shed light on the articulation between the educational system, subjects' curriculum and educational actors, which is critical to effectively develop pupils' reading comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01