{"id":11526,"date":"2025-09-25T08:59:55","date_gmt":"2025-09-25T06:59:55","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/selva1\/?p=11526"},"modified":"2025-09-25T09:11:00","modified_gmt":"2025-09-25T07:11:00","slug":"7-propostes-per-millorar-la-comprensio-lectora","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/selva1\/portada\/7-propostes-per-millorar-la-comprensio-lectora\/","title":{"rendered":"7 propostes per millorar la comprensi\u00f3 lectora"},"content":{"rendered":"

\"\"<\/a><\/p>\n

La Fundaci\u00f3 Bofill planteja un pla per superar la mitjana europea en sis anys que inclou que proves per detectar dificultats i l’alliberament de docents.<\/p>\n

Curr\u00edculums m\u00e9s clars i eficients, avaluacions que tinguin en compte la capacitat en diversos processos, detecci\u00f3 i intervenci\u00f3 preco\u00e7 de les dificultats lectores, invertir en la formaci\u00f3 docent inicial i permanent, posar en valor el paper de les biblioteques escolars, i incloure l\u2019entorn familiar i comunitari, s\u00f3n algunes de les receptes que proposa la Fundaci\u00f3 Bofill per millorar els \u00edndexs de\u00a0comprensi\u00f3 lectora a Catalunya<\/a>.<\/p>\n

Es tracta de set mesures que requereixen una inversi\u00f3 aproximada de 27 milions d\u2019euros a l\u2019any, xifra que significa un 0,4% del pressupost del Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional, i que, segons l\u2019equip que hi ha treballat, permetrien superar la mitjana europea de les proves PIRLS en sis anys, passant dels 507 als 528 punts.<\/p>\n

1.- Est\u00e0ndars curriculars ajustats a l\u2019evid\u00e8ncia cient\u00edfica<\/h3>\n

Calen curr\u00edculums m\u00e9s clars, seq\u00fcencials i informats en l\u2019evid\u00e8ncia que especifiquin quines habilitats s\u2019han d\u2019assolir en cada curs, des d\u2019infantil fins a secund\u00e0ria. Aquests est\u00e0ndards han de recollir les compet\u00e8ncies relacionades amb la consci\u00e8ncia fonol\u00f2gica, el reconeixement eficient de paraules, la flu\u00efdesa, el vocabulari i la comprensi\u00f3 lectora (literal, inferencial, integrativa i avaluativa). Alhora, cal desenvolupar materials did\u00e0ctics vinculats als est\u00e0ndards que permetin una aplicaci\u00f3 f\u00e0cil i efectiva a les aules.<\/p>\n

2.- Actualitzar el sistema d\u2019avaluaci\u00f3 per orientar la millora de la pr\u00e0ctica educativa<\/h3>\n

Es proposa que les proves d\u2019avaluaci\u00f3 actuals del sistema educatiu catal\u00e0 estiguin alineades amb la ci\u00e8ncia sobre la lectura i amb els est\u00e0ndards internacionals de PIRLS i PISA, per tal d\u2019identificar de manera fiable les dificultats en comprensi\u00f3 lectora ni orientar la presa de decisions pedag\u00f2giques. De manera concreta, es planteja dissenyar una nova prova de compet\u00e8ncia lectora a 2n de prim\u00e0ria centrada en habilitats de descodificaci\u00f3 i flu\u00efdesa, i reformular les proves de compet\u00e8ncies b\u00e0siques de 6\u00e8 i 4t d\u2019ESO per tal que incloguin diversos tipus de textos (narratius, expositius, funcionals), que permetin distingir entre diferents graus de dificultats dels textos, i que avalu\u00efn la capacitat en diversos processos (infer\u00e8ncia, integraci\u00f3, avaluaci\u00f3), aix\u00ed com la d\u2019usar l\u2019escriptura per recuperar, integrar i elaborar la informaci\u00f3 amb les pr\u00f2pies paraules. Aquests canvis tamb\u00e9 s\u2019haurien d\u2019introduir a les noves proves diagn\u00f2stiques de 4t de prim\u00e0ria i 2n d\u2019ESO.<\/p>\n

3.- Programa d\u2019acompanyament intensiu a tots els centres educatius d\u2019infantil de segon cicle i prim\u00e0ria<\/h3>\n

Partint de la premissa que cal temps, formaci\u00f3 contextualitzada i acompanyament expert per ajustar el coneixement a les diferents situacions a l\u2019aula, i que actualment els docents no disposen de recursos suficients per fer front a aquesta transformaci\u00f3, es proposa crear un programa d\u2019acompanyament i formaci\u00f3 a totes les escoles d\u2019infantil de segon cicle i prim\u00e0ria del sistema. Els centres gaudirien d\u2019aquest programa per un per\u00edode de dos anys i el repetirien cada deu anys. La iniciativa preveu alliberar mitja jornada d\u2019un docent per centre durant dos cursos per coordinar i impulsar la millora de la compet\u00e8ncia lectora. El programa suposaria la contractaci\u00f3 de 31 assessors experts en llengua.<\/p>\n

4.- Pol\u00edtica de detecci\u00f3 i intervenci\u00f3 primerenca de les dificultats lectores<\/h3>\n

5.- Pla de biblioteques escolars per a tots els centres educatius de l\u2019etapa obligat\u00f2ria<\/h3>\n

6.- Invertir m\u00e9s en la formaci\u00f3 inicial i permanent del professorat<\/h3>\n

7.- Pol\u00edtica de foment de la lectura m\u00e9s enll\u00e0 de l\u2019escola, amb especial atenci\u00f3 als entorns vulnerables i pluriling\u00fces<\/h3>\n

Per continuar llegint l’article, clica el seg\u00fcent enlla\u00e7<\/strong><\/a> “el diari de l’educaci\u00f3<\/strong>“<\/p>\n","protected":false},"excerpt":{"rendered":"

La Fundaci\u00f3 Bofill planteja un pla per superar la mitjana europea en sis anys que inclou que proves per detectar dificultats i l’alliberament de docents. Curr\u00edculums m\u00e9s clars i eficients, avaluacions que tinguin en compte la capacitat en diversos processos, detecci\u00f3 i intervenci\u00f3 preco\u00e7 de les dificultats lectores, invertir en la formaci\u00f3 docent inicial i 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