Teaching reading strategies mediated by digital educational resources

This paper concerns a qualitative approach and follows research-action presuppositions with the purpose of verifying the contributions from teaching reading comprehension strategies mediated by digital educational resources. The theoretical foundation is based on the reading strategy approach advocated by Sole (1998). The research was developed at a Municipal Elementary Education Public School in Marques de Souza/RS. The subjects are Portuguese Language teachers and students from the 5th and 8th year at the mentioned school. As the data collection instrument, the researcher's field log who developed the activities and the actual class teachers. From the developed practice, it became evident that the Peer Instruction methodology significantly favors the enhancement of students' reading strategies, especially the inferring strategy.