{"id":11571,"date":"2023-06-21T16:25:12","date_gmt":"2023-06-21T14:25:12","guid":{"rendered":"https:\/\/glifing.com\/glifing\/?p=11571"},"modified":"2024-12-17T11:56:20","modified_gmt":"2024-12-17T10:56:20","slug":"el-got-ple-o-buit-de-la-comprensio-lectora","status":"publish","type":"post","link":"https:\/\/glifing.com\/ca\/blog\/el-got-ple-o-buit-de-la-comprensio-lectora\/","title":{"rendered":"El got ple o buit de la comprensi\u00f3 lectora"},"content":{"rendered":"\r\n

Cap a on ens decantem considerant els resultats de la comprensi\u00f3 lectora en les proves PIRLS?<\/em><\/strong><\/h2>\r\n\r\n\r\n\r\n

L\u2019objectiu principal de les proves PIRLS<\/strong> \u00e9s avaluar i comparar el nivell de comprensi\u00f3 lectora del conjunt d\u2019estudiants de quart de prim\u00e0ria en diferents pa\u00efsos. Aquestes proves es duen a terme cada cinc anys i proporcionen informaci\u00f3 valuosa sobre els assoliments i els desafiaments en aquesta \u00e0rea.<\/p>\r\n\r\n\r\n\r\n

Els resultats que s\u2019han obtingut en l\u2019\u00faltima prova PIRLS han perm\u00e8s identificar les fortaleses i les debilitats dels sistemes educatius, i tamb\u00e9 les estrat\u00e8gies efectives que s\u2019han fet servir en diferents pa\u00efsos per tal de millorar la comprensi\u00f3 lectora. Qu\u00e8 ha passat a Espanya? Com n\u2019analitzem els resultats? Quines accions concretes tirarem endavant en les nostres pr\u00e0ctiques educatives despr\u00e9s de les vacances escolars?<\/p>\r\n

Per analitzar aquests interrogants, pensem en la met\u00e0fora del GOT PLE O BUIT. Per fer-ho, cal que reflexionem sobre com volem enfocar aquesta realitat. Podem pensar que, a les escoles, hem millorat molt i quedar-nos amb tot all\u00f2 que ja hem engegat. O podem doblar l\u2019aposta i millorar les pr\u00e0ctiques tenint en compte el que l\u2019evid\u00e8ncia assenyala com a intervencions eficaces.<\/em><\/p>\r\n\r\n\r\n\r\n

La comprensi\u00f3 lectora<\/strong> \u00e9s una habilitat fonamental en el proc\u00e9s d\u2019aprenentatge i desenvolupament dels estudiants. Implica la capacitat d\u2019entendre un text i extreure\u2019n el significat relacionant les idees que hi s\u00f3n presents, inferir informaci\u00f3 impl\u00edcita i reflexionar sobre el contingut que t\u00e9. No obstant aix\u00f2, sembla que, segons els resultats obtinguts per les proves PIRLS, el conjunt d\u2019estudiants espanyols tenen dificultats en aquesta \u00e0rea, cosa que els afecta el rendiment acad\u00e8mic actual i la capacitat per aprendre de manera aut\u00f2noma.<\/p>\r\n\r\n\r\n\r\n

Juan Cruz Ripoll, al seu blog Comprensi\u00f3n lectora basada en evidencias<\/em>, enumera unes quantes conclusions sobre l\u2019aportaci\u00f3 de les diferents investigacions en relaci\u00f3 amb la millora en comprensi\u00f3 lectora. Un punt elemental que descriu fa refer\u00e8ncia a la decisi\u00f3 de dur a terme una intervenci\u00f3, en detriment de no fer-ne cap. S\u2019ha comprovat que la millora \u00e9s significativa en aquells cursos en qu\u00e8 s\u2019ha implementat un programa, independentment de les edats de l\u2019alumnat. \u00c9s a dir, \u00e9s millor fer que no pas no fer res. Evidentment, com m\u00e9s aviat es fa la intervenci\u00f3, m\u00e9s bons s\u00f3n els resultats, per\u00f2 fins i tot en aquells alumnes en els quals s\u2019ha intervingut tard, els resultats s\u00f3n positius, sobretot en l\u2019alumnat d\u2019entre el segon curs d\u2019educaci\u00f3 infantil i quart d\u2019ESO.<\/p>\r\n\r\n\r\n\r\n

D\u2019entre les intervencions que m\u00e9s destaquen cal esmentar que ensenyar estrat\u00e8gies facilita el proc\u00e9s de comprensi\u00f3 de tot l\u2019alumnat. Per aix\u00f2 \u00e9s important treballar les idees principals, la detecci\u00f3 de diferents tipus d\u2019infer\u00e8ncies, l\u2019elaboraci\u00f3 de resums, el monitoratge atencional, l\u2019activaci\u00f3 de coneixements previs i el reconeixement de les estructures textuals. En el programa d\u2019intervenci\u00f3 GLIFING, s\u2019hi treballen tots aquests aspectes de manera sistem\u00e0tica i expl\u00edcita. Aix\u00f2 contribueix en els progressos que s\u2019observen en tot l\u2019alumnat, tant el que t\u00e9 dificultats com el que t\u00e9 un rendiment dins la mitjana.\u00a0<\/p>\r\n\r\n\r\n\r\n

Un altre aspecte important que cal tenir en compte quan parlem de comprensi\u00f3 lectora \u00e9s una s\u00e8rie de problemes concrets que es poden manifestar de diverses maneres. Hi ha estudiants que poden tenir dificultats per identificar les idees principals d\u2019un text, mentre que n\u2019hi ha d\u2019altres que poden tenir dificultats per fer infer\u00e8ncies o per relacionar la informaci\u00f3 presentada al text amb els seus coneixements previs. Aquests problemes es poden deure a diferents causes, com ara la falta de vocabulari<\/strong>, l\u2019abs\u00e8ncia d\u2019estrat\u00e8gies de lectura <\/strong>adequades, la falta de motivaci\u00f3<\/strong> o el baix nivell de flu\u00efdesa lectora<\/strong>.<\/p>\r\n\r\n\r\n\r\n

\"La<\/figure>\r\n\r\n\r\n\r\n

Amb els ulls clavats a omplir el GOT, a continuaci\u00f3 anuncio 4 accions efectives per potenciar el proc\u00e9s de lectocomprensi\u00f3<\/strong>:<\/h3>\r\n\r\n\r\n\r\n
    \r\n
  1. Formaci\u00f3 docent cont\u00ednua a partir de pr\u00e0ctiques i de l\u2019aplicaci\u00f3 de programes basats en evid\u00e8ncia. Els resultats de les proves PIRLS poden servir com a base per desenvolupar programes espec\u00edfics d\u2019intervenci\u00f3 en comprensi\u00f3 lectora<\/strong>, com ara el m\u00e8tode Glifing<\/strong>.<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n

    \u00c9s essencial, en aquest sentit, proporcionar als equips docents eines amb les quals puguin treballar per millorar les estrat\u00e8gies d\u2019ensenyament de la lectura i la comprensi\u00f3, com tamb\u00e9 per manejar les dificultats espec\u00edfiques, com la disl\u00e8xia i altres trastorns de l\u2019aprenentatge. La capacitaci\u00f3 docent s\u2019ha d\u2019enfocar cap a l\u2019\u00fas de m\u00e8todes basats en les neuroci\u00e8ncies i en l\u2019adaptaci\u00f3 de les pr\u00e0ctiques pedag\u00f2giques a les necessitats individuals de l\u2019alumnat.<\/strong><\/p>\r\n\r\n\r\n\r\n

      \r\n
    1. Foment de la lectura<\/strong> en l\u2019entorn escolar i familiar. Per fer-ho cal, en primer lloc, automatitzar la descodificaci\u00f3<\/strong> amb l\u2019objectiu que els alumnes trobin gust i plaer en la lectura.<\/li>\r\n
    2. Monitoratge del progr\u00e9s de les pr\u00e0ctiques educatives i de l\u2019entrenament de la lectura<\/strong><\/a>. EL QUE NO S\u2019AVALUA, NO EXISTEIX.<\/li>\r\n
    3. El programa d\u2019intervenci\u00f3 ha de disposar d\u2019un enfocament pedag\u00f2gic efectiu i s\u2019ha d\u2019adaptar a les necessitats de l\u2019alumnat. \u00c9s fonamental disposar de recursos i estrat\u00e8gies d\u2019ensenyament que promoguin el desenvolupament d\u2019habilitats de comprensi\u00f3 lectora de manera sistem\u00e0tica i progressiva<\/strong> en cada un <\/strong>dels estudiants.<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n

      Per acabar i per continuar omplint el GOT, em sembla oport\u00fa dir que amb aprendre a llegir<\/strong> no n\u2019hi ha prou per comprendre un text<\/strong>. L\u2019aprenentatge de la lectura requereix practicar-la constantment i sistem\u00e0ticament per\u00f2 no \u00e9s suficient per comprendre un text. La flu\u00efdesa lectora<\/strong> \u00e9s la base i funciona com un pont cap a la comprensi\u00f3.\u00a0<\/p>\r\n\r\n\r\n\r\n

      Quan alg\u00fa que llegeix t\u00e9 una bona flu\u00efdesa<\/strong>, \u00e9s capa\u00e7 de llegir sense esfor\u00e7, amb un ritme adequat i sense interrupcions. La flu\u00efdesa lectora implica l\u2019habilitat de recon\u00e8ixer les paraules de manera autom\u00e0tica, cosa que permet a qui llegeix concentrar-se a comprendre el significat del text. A m\u00e9s a m\u00e9s, la flu\u00efdesa lectora contribueix a tenir una experi\u00e8ncia de lectura m\u00e9s plaent i eficient ja que facilita que es connectin idees i que es retingui informaci\u00f3. Quan els individus desenvolupen la flu\u00efdesa lectora, poden gaudir de la lectura i accedir a un m\u00f3n de coneixement i entreteniment de manera fluida i sense obstacles.<\/p>\r\n\r\n\r\n\r\n

      Ara b\u00e9, si volem que els alumnes i les alumnes entenguin un text, a m\u00e9s a m\u00e9s, ens hem de centrar a ensenyar de manera expl\u00edcita estrat\u00e8gies que els facilitin aquesta feina. Aix\u00ed, la lectura complir\u00e0 la seva funci\u00f3, que \u00e9s.<\/p>\r\n

       <\/p>\r\n

      Glifing una de les millors eines per ensenyar a llegir<\/strong><\/p>\r\n

      \"Demo<\/a><\/p>\r\n

       <\/p>\r\n

       <\/p>\r\n

      LLEGIR PER COMPRENDRE I COMPRENDRE PER APRENDRE.\u00a0<\/strong><\/h3>\r\n\r\n\r\n\r\n

      Llegir per comprendre i comprendre per aprendre \u00e9s un enfocament fonamental en el proc\u00e9s d\u2019adquisici\u00f3 de coneixement. Quan les persones que llegeixen ho fan amb el prop\u00f2sit de comprendre, se submergeixen en el text, n\u2019analitzen el contingut i busquen connexions significatives. Aquest enfocament no nom\u00e9s implica entendre el significat literal de les paraules, sin\u00f3 tamb\u00e9 comprendre el context, inferir, fer connexions amb coneixements previs i reflexionar sobre el material que s\u2019ha llegit. Alhora, quan s\u2019ent\u00e9n el que es llegeix, s\u2019obre la porta de l\u2019aprenentatge. La comprensi\u00f3 profunda d\u2019un text permet a qui llegeix interioritzar i aplicar els conceptes, ampliar-ne el coneixement, desenvolupar habilitats cr\u00edtiques i, en darrera inst\u00e0ncia, construir una base s\u00f2lida per a l\u2019aprenentatge continu. La interrelaci\u00f3 entre llegir per comprendre i comprendre per aprendre \u00e9s un cam\u00ed poder\u00f3s cap al creixement intel\u00b7lectual i l\u2019expansi\u00f3 d\u2019horitzons.<\/p>\r\n\r\n

      Vols saber com et podem ajudar? contacta amb nosaltres<\/a><\/span><\/p>","protected":false},"excerpt":{"rendered":"

      L\u2019objectiu principal de les proves PIRLS \u00e9s avaluar i comparar el nivell de comprensi\u00f3 lectora del conjunt d\u2019estudiants de quart de prim\u00e0ria en diferents pa\u00efsos. 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