Development of reading proficiency based on the chronicle genre: Cognitive and metacognitive strategies focused on pre-reading
Reading. Reading strategies. Comprehension. Chronicle.
This work aims to improve the teacher's knowledge in relation to their theoreticalmethodological supports to improve didactic-pedagogical performance in teaching the Portuguese language. Therefore, this study proposes the creation of an activity notebook with the purpose of mediating strategic reading activities with the focus on pre-reading. At the same time, it is also intended to contribute to reading training, especially for students in the final years of basic education, as there are real problems that make the development of reading comprehension urgent. To this end, the three stages of reading were studied, namely: prereading, reading and post-reading, focusing on pre-reading strategies, based on cognitive and metacognitive aspects, seeking to make the reader to have an active role active in the construction of meaning. For this purpose, the humorous chronicle textual genre was used, as they are shorter, reflective texts with traces of humor. Our theoretical support includes 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.