Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.13/190
Título: Reading comprehension in primary school: textbooks, curriculum and assessment
Autor: Araújo, Luísa
Folgado, Célia
Pocinho, Margarida Maria Ferreira Diogo Dias
Palavras-chave: Reading comprehension
Literacy
Assessment
Curriculum
Textbooks
Primary school
.
Centro de Artes e Humanidades
Data: 2009
Editora: International Association for the Improvement of Mother Tongue Education
Citação: Araújo, L., Folgado., C., & Pocinho, M.(2009). Reading comprehension in primary school: textbooks, curriculum, and assessment. L1 – Educational Studies in Language and Literature, 9(4), 27-43.
Resumo: This study describes the reading comprehension processes present in the most widely sold textbooks at the fourth grade level in Portugal and discusses how they compare to international assessments of reading literacy. We adopted the Progress of International Reading Literacy Study framework to categorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval of explicitly stated information to the detriment of higher level comprehension skills. Portuguese fourth grade textbooks rarely challenge students to make connections between their knowledge and the ideas in the texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what students are asked to do in the Progress of International Reading Literacy Study, conducted every five years since 2001, and it may help explain the poor results Portuguese students have in national assessment and in PISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal and suggestions are made as to how we can improve reading literacy achievement.
Peer review: yes
URI: http://hdl.handle.net/10400.13/190
ISSN: 1567-6617
Aparece nas colecções:Artigos em revistas internacionais

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