2015
DOI: 10.1590/1678-7153.201528221
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Development and interactions among academic performance, word recognition, listening, and reading comprehension

Abstract: This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1 st to 4 th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a signifi cant e… Show more

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Cited by 11 publications
(15 citation statements)
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“…Findings of the present study seemed to be inconsistent with the mentioned reality and contradicts findings of so many studies especially of the study on two thousand undergraduate Chinese students enrolled in American universities (Huang, 2004). Although reading skills found to have greater importance than listening skills in affecting academic performance (Dias, Montiel, & Seabra, 2015), current study revealed a positive correlation between listening skills and academic performance that indicates, if listening skill improves there may be possibility of exhibiting improved academic performance.…”
Section: Discussioncontrasting
confidence: 47%
“…Findings of the present study seemed to be inconsistent with the mentioned reality and contradicts findings of so many studies especially of the study on two thousand undergraduate Chinese students enrolled in American universities (Huang, 2004). Although reading skills found to have greater importance than listening skills in affecting academic performance (Dias, Montiel, & Seabra, 2015), current study revealed a positive correlation between listening skills and academic performance that indicates, if listening skill improves there may be possibility of exhibiting improved academic performance.…”
Section: Discussioncontrasting
confidence: 47%
“…Another study with a sample of elementary school children (using a version of WRCT specific for this age group) identified different factors that separate the items that can be read logographically or via the phonological route from those requiring the lexical route 15 , which did not occur in the present study. This result may be related to aspects of development since that study by Seabra et al 15 was carried out with children in elementary school, a period in which word recognition routes are being achieved and consolidated 22 . On the other hand, the present study involved adults, and therefore it is expected that all routes to reading be fully consolidated, which can make it difficult to dissociate them in terms of performance.…”
Section: Discussionmentioning
confidence: 92%
“…On the other hand, Inversions, Misspellings, and Phonological Exchanges can be read only via phonological or lexical routes. Peseudohomophones can be read using the lexical processing only 21,22 . A possible explanation is that some type of conflict would result in reading words with errors or pseudowords (e.g.…”
Section: Resultsmentioning
confidence: 99%
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“…There is evidence of the particular contribution of specific oral language and reading skills, i.e., Phonological Awareness (PA, ability to identify and manipulate sound segments in words), to word recognition and contribution of vocabulary (a set of words which convey a meaning) to reading comprehension (Seabra & Dias, 2012a). In addition, evidence suggests that these reading skills are also related to school performance (Dias, Seabra, & Montiel, 2015).…”
Section: Palavras-chavementioning
confidence: 99%