Learning strategies used by students from elementary school under literacy process

• Autores: Mello, Fabiane de Oliveira, Zedu Alliprandini, Paula Mariza
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: portugués
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/25503
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/25503
• Nivel de acceso: acceso abierto
• Materia: Learning strategies; Literacy; Elementary school I; Estrategias de aprendizaje; Alfabetización; Enseñanza básica I; Stratégies d’apprentissage; Alfabétisation; École élémentaire I; Estratégias de aprendizagem; Alfabetização; Ensino fundamental I

The general objective of this research was to verify and analyze qualitatively the repertoire of learning strategies used by students with and without learning difficulties under literacy process. Eight 8-year-old students participated in the research, being four from the Regular Education Classroom and four from the Resource Room. It was applied, individually, a semi-structured interview. The results evidenced higher frequency in the use of cognitive strategies and differences between both students’ groups regarding the use of cognitive and resource administration strategies. The dysfunctional strategies showed themselves with higher frequency by the students from the Resource Room. It is suggested that the teachers improve their knowledge on learning strategies, in order to enable their students a more meaningful and autonomous learning.