THE CONSTRUCTION OF MEANING BASED ON PRE-READING CRITERIA: cognitive and metacognitive aspects
Reading comprehension proposal for the final years of Elementary School
Reading. Reading strategies. Comprehension. Chronic.
This work aims to contribute to reading training, especially for students in the final years of basic education, since we are facing real problems that make the development of reading comprehension urgent. To this end, the three stages of reading were studied, namely: pre-reading, reading and post-reading, focusing on pre-reading strategies, based on cognitive and metacognitive aspects, seeking to make the reader have a role active in the construction of meaning. For this purpose, we used the chronicle textual genre, as they are shorter texts, often reflective and with traces of humor. Our theoretical contribution relies on scholars such as Kleiman (2004), Koch and Elias (2006), Leffa (1996), Marcuschi (2008), Solé (2014), among other authors who are references in the teaching of reading comprehension.