Um app na sala de aula? O Padlet e o desenvolvimento da compreensão de leitura no ensino fundamental

Abstract

This paper was motivated by the observation that a class of 8th-grade students from a state-funded public school in Niterói was having difficulties with reading comprehension. Such difficulties impair the quality of the learning process and interfere with the understanding of texts in general. Research from Kato (1986), Kleiman (1989), and Smith (2003) employ the theoretical framework of Psycholinguistics in interface with Education on reading to suggest the use of cognitive reading strategies to assist the reader in the process of reading comprehension. The general goal of this research was to develop a study on reading comprehension based on these strategies. To accomplish this, a Didactic Notebook was developed, featuring activities that support and favour the use of reading strategies (KLEIMAN, 2016). The proposal utilises Padlet, a digital application, as a facilitator for carrying out the activities, as well as an element that aims at encouraging student participation in school practices in the virtual environment. Such educational product represents the materialization of the research and it is expected that it furthers the implementation of new classroom practices and likewise supports future projects that aspire to develop students’ reading skills.