Desafios no desenvolvimento da leitura nos anos iniciais do ensino fundamental: uma análise das dificuldades no processo de ensino-aprendizagem.

Abstract

This study addresses the challenges in the development of reading skills in the early years of elementary education, analyzing the difficulties encountered in the teaching-learning process. The main objective of this research is to investigate the primary challenges in reading education, understand their causes, and suggest effective pedagogical strategies to overcome these obstacles, ultimately improving students' linguistic proficiency. The methodology adopted was bibliographical in nature, relying on a survey and analysis of previously published materials such as books, academic articles, and online resources. Key studies by authors like Silva (2022), Nogueira (2021), and Carneiro (2020) were selected for their relevance to the topic, focusing on reading instruction, the difficulties faced by educators, and potential solutions. A qualitative analysis was performed, emphasizing critical interpretation of the selected texts. Throughout the study, the ideas of authors such as Bamberger (1998), Coelho (2000), Lajolo (2002), and Yunes (2003) were examined. The research concluded that reading instruction in schools is still largely traditional, with many students capable of decoding words but unable to comprehend what they read. This results in a mechanical reading process that limits students' ability to discuss or critically engage with the material. The study highlights the need for more effective and reflective reading practices to improve educational outcomes.