Compreensão textual em alunos de segunda e terceira séries: uma abordagem cognitiva

Abstract

Text comprehension in second and third graders: a cognitive approach. This study aimed to analyze text comprehension of students of the 2 nd and 3 rd grades. The sample was constituted by 76 children, at an average of 8.1 years old. Each child read the story, retold it and, afterwards, answered questions about it. The retellings were analyzed according to the model of Text Comprehension of Kintsch and van Dijk (1978) and Kintsch (1988Kintsch ( , 1998. The sample recalled a mean of 21.07% of the proposition structure of the story, being the report of macropropositions more frequent. Students of the third grade told larger percentage of irrelevant micropropositions of the text and they were superior in answering to specific questions than students of the second grade. A significant correlation was found between age and macroproposition's retelling. The results suggest that during the first years of schooling there is an improvement of the detail-remembering, whereas the retention of the essential ideas is influenced by age differences.Key-words: text comprehension; reading; story retelling; reading evaluation Cantor, & Carullo, 1992;Swanson & Alexander, 1997;Waters & Caplan, 1996), exposição à escrita, conhecimento do vocabulário, metacognição (Cain, 1999;McBridge, Manis, Seidenberg, Custodio, & Doi, 1993), habilidades semânticas (Nation & Snowling, 1998), consciência sintática (Gaux & Gombert, 1999), além de processos que também são usados para a compreensão da linguagem falada, incluindo o conhecimento geral sobre o tema tratado no texto (Ellis, 1995). Braibant (1997) propõe três fatores essenciais para explicar a presença de dificuldades de compreensão, quando as capacidades de identificação de palavras são eficientes: (1) capacidades lingüísticas (vocabulário, sintaxe) e cognitivas (elaboração de inferências) insuficientes; (2) falta de automatização na captação de informação escrita e (3) incapacidade para adaptar suas estratégias ao objetivo procura-

Parâmetros prosódicos de leitura em escolares do segundo ao quinto ano do ensino fundamental

“…The text "A coisa" (The Thing) (9) , which is a simple text with possibilities of prosodic modulations and easy decoding, was used for data collection. The text was initially read silently and then aloud, according to the children's initiative.…”

Informative intervention programs to reading comprehension: Development and implementation

“…Reading ability involves a variety of processes that begins with the visual identification of letters and progresses to the understanding of the text message content, which is the ultimate goal of reading (Cunha, Silva, & Capellini, 2012;Salles & Parente, 2004).…”

“…Linguistic factors refer to the decoding ability, vocabulary knowledge, and syntactic knowledge (Cain, Oakhill, & Elbro, 2003). Cognitive factors are related to attention, working memory, monitoring, and ability to make inferences (Salles & Parente, 2004). Social factors involve the circumstances under which the act of reading takes place: the social context, reading objectives, reading motivations, reader's expectations, and reader's prior knowledge and socio-cultural backgoround (Baleghizade & Babapour, 2011).…”

Compreensão da leitura textual e sua relação com as funções executivas

“…A história "A Coisa" possui aproximadamente 200 palavras, com extensão e níveis de legibilidade apropriados para a escolaridade da amostra (até três anos completos de estudo) e "O Coelho e o Cachorro" com 341 palavras, para ser utilizado entre o 4º e 6º ano escolares. 2012;PARENTE, 2004). A criança é instruída a ler a história atentamente e são informados os objetivos desta leitura, ou seja, que ela será posteriormente solicitada a recontar (evocar livremente) a história e, em seguida, a responder a questões sobre a história.…”