Considerações Sobre a Habilidade de Compreensão em Leitura e Formas de sua Avaliação

Abstract

ResumoA compreensão leitora é uma atividade complexa que envolve mecanismos cognitivos, linguísticos, sociais e emocionais. Nas sociedades ocidentais, o êxito escolar muito se relaciona a uma apreensão adequada do processo de ler e compreender o texto lido, sendo um dos requisitos para a aprendizagem. Assim, a compreensão da leitura é assunto relevante àqueles que trabalham com a educação e com problemas dela decorrentes. Este trabalho se insere nesse contexto e objetiva fornecer uma exposição geral sobre o estudo da compreensão leitora, particularmente em seus aspectos históricos, conceituais e clínicos. Primeiramente, faz-se um breve relato histórico da leitura no Brasil e de algumas questões centrais atuais. Em seguida, descreve-se a compreensão leitora e seu processamento na abordagem da psicologia cognitiva.Em terceiro, são resenhados os principais instrumentos internacionais e brasileiros de avaliação da compreensão em leitura. Finalmente, discutese a urgência de instrumentos psicometricamente ajustados para o campo da avaliação psicoeducacional.Palavras-chave: leitura; compreensão da leitura; avaliação. Considerations about Understanding ability in reading and Ways of its Assessment AbstractThe reading comprehension is a complex activity that involves cognitive, linguistic, social and emotional mechanisms. In Western societies, academic achievement much relates to an adequate grasp of the process to read and understand the text read, one of the requirements for learning.Therefore, reading comprehension is relevant subject to those that work with education and with problems arising from it. This work is part of this context and aims to provide a general presentation about the study of reading comprehension, particularly in its historical, conceptual and clinical aspects. First, it is a brief reading of the historical record in Brazil and some current core issues. Then describes the reading comprehension and processing in cognitive psychology approach. Third, the main international instruments and Brazilian assessment of reading comprehension are also reviewed. Finally, we discuss the urgency of psychometrically adjusted instruments to the field of psychoeducational assessment.Keywords: reading; reading comprehension; evaluation. Consideraciones Sobre la Habilidad de Comprensión en Lectura y Formas de su Evaluación ResumenLa comprensión lectora es una actividad complexa que involucran mecanismos cognitivos, lingüísticos, sociales y emocionales. En las sociedades occidentales, el éxito escolar mucho se relaciona a una aprensión adecuada del proceso de leer y comprender el texto leído, siendo uno de los requisitos para el aprendizaje. Así, la comprensión de la lectura es tema relevante a aquellos que trabajan con la educación y con problemas derivados de ella. Este estudio se inserta en ese contexto y objetiva fornecer una exposición general sobre el estudio de la comprensión lectora, particularmente en sus aspectos históricos, conceptuales y clínicos. Primeramente, se hace un breve relato histórico de la lec...

Reading Comprehension Tests for Children: Test Equating and Specific Age-Interval Reports

“…Creating alternative or parallel forms of an instrument is referred as the best way we can compare test scores across different sets of items that supposedly measure the same construct (American Educational Research Association et al, 2014). In a review, Oliveira et al (2016) showed there are few standardized measures for evaluating reading comprehension among Brazilian children, and these lacked construct validation and reliable norms. The great majority of the instruments were not commercialized (they were available only in dissertations, chapter books, and papers) and none of the revised instruments presented item analysis.…”

“…Both Anele and PROCOMLE instruments are composed of multiple-choice questions (though the former additionally presents a free retelling). Finally, the instrument by Saraiva et al (2020) cited by Oliveira et al (2016) received a new edition in 2020. Albeit some improvements were observed in terms of construct description and scoring, it still does not present item analysis or validity and reliability reports.…”

Reading Comprehension and Self-Perceived School Performance in Elementary School

“…It requires the use of several combined cognitive skills that demand interaction between the reader and the text Mota, 2015). It includes elements such as vocabulary knowledge, linguistic and semantics decoding, inferring, analysis, synthesis, creativity, and also relating the content with other knowledges previously acquired (Oliveira, Lúcio & Miguel, 2016a;Oliveira, Santos, Boruchovitch & Rueda, 2012a). According to Corso, Piccolo, Miná & Salles (2015), reading comprehension is not established only by internal causes such as the cognitive ability of each subject, but also depends on external causes such as the learning environment and reading practices involved in the process.…”

“…In the school context, reading goes beyond the acquisition of knowledge, it allows the development of the students' critical thinking, enabling them to analyze and question the contents read from their own ideas and personal values . Oliveira et al, 2016a).…”

“…Oliveira et al, 2016a). Vendramini & Mizobuti (2015) and Oliveira et al (2016a) state that the elementary school is an essential educational stage and should be researched on reading comprehension, as it is at this level that key strategies can be developed, which are necessary for the formation of the reader student.…”