Performance in receptive vocabulary and reading comprehension tests in elementary education students

Abstract

This article aims to outline the performance profile of students in the 3rd, 4th and 5th years of elementary education, of the public school, from the state of Rio de Janeiro, in receptive vocabulary and reading comprehension tests. 42 students participated, distributed in: GI (15 students of the 3rd year); and GII (15 students of the 4th year); GIII (12 students of the 5th year). The evaluation instruments used were the TVfusp and PROCOMLE tests. The results indicated a statistically significant difference for vocabulary and reading comprehension during the seriations, suggesting the influence of extrinsic factors, such as the medium in which the individual is inserted, and intrinsic factors, such as information processing and memory. We can conclude that there was a growing performance, in the comparison of groups, in vocabulary, as well as in variables related to the comprehension of the analyzed textual genres, making it possible to trace the profile of these students. ResumoObjetiva delinear o perfil do desempenho de escolares do 3°, 4° e 5° anos do ensino fundamental, da rede pública, do estado do Rio de Janeiro, em provas de vocabulário receptivo e compreensão de leitura. Participaram 42 escolares, distribuídos em: GI (15 escolares do 3° ano); GII (15 escolares do 4° ano); e GIII (12 escolares do 5° ano). Os instrumentos de avaliação utilizados foram os testes TVfusp e PROCOM-LE. Os resultados indicaram diferença estatisticamente significante para vocabulário e compreensão leitora no decorrer das seriações, sugerindo influência de fatores extrínsecos, como o meio em que o indivíduo está inserido, e fatores intrínsecos, como o processamento da informação e a memória. Podemos concluir que houve desempenho crescente, na comparação dos grupos, em vocabulário, assim como, em variáveis relacionadas à compreensão dos gêneros textuais analisados, possibilitando traçar o perfil destes escolares. Palavras-chave: leitura, compreensão de leitura, vocabulário, aprendizagem, ensino fundamental. Receptive vocabulary and reading comprehension RENDIMIENTO EN PRUEBAS DE VOCABULARIO RECEPTIVO Y COMPRENSIÓN DE LECTURA EN ALUMNOS DE LA ENSEÑANZA FUNDAMENTAL Resumen Objetiva delinear el perfil del desempeño de escolares del 3°, 4 ° y 5 ° año de la enseñanza fundamental, de la red pública, del estado de Río de Janeiro, en pruebas de vocabulario receptivo y comprensión de lectura. Participaron 42 escolares, distribuidos en: GI (15 escolares del 3° año); GII (15 escolares del 4º año); GIII (12 escolares del 5º año). Los instrumentos de evaluación utilizados fueron las pruebas TVfusp y PROCOMLE. Los resultados indicaron diferencia estadísticamente significativa para vocabulario y de comprensión lectora en el transcurso de las series, sugiriendo influencia de factores extrínsecos, como el medio en que el individuo está inserto, y factores intrínsecos, como el procesamiento de la información y memoria. Podemos concluir que hubo desempeño creciente, en la comparación de los grupos, en vocabulario, así como en variables relacionadas a ...

Vocabulary performance of students with and without difficulties learning to read and write

“…In child development, particularly in the preschool stage, the children are expected to develop and further expand their preexisting vocabulary -which is gradually acquired, depending on intrinsic aspects related to cognitive skills and neurodevelopment. There are also the extrinsic interferences related to socioenvironmental factors associated with stimulation, family, and educational aspects and socioeconomic factors 1,2 .…”

“…According to the typical language development, the child's acquisition of receptive vocabulary precedes that of expressive vocabulary and therefore has a more significant size. The child, then, understands more words than they can express 2,6 . During the vocabulary acquisition process, making mistakes is common because of the attempt to name words that may not belong to the child's lexicon.…”

“…Vocabulary acquisition and morphosyntactic development are correlated, as vocabulary expansion makes it possible to organize more complex sentences, with more elements on them. This way, there is an implicit awareness of the part of speech to which a word belongs because the difficulty acquiring vocabulary also affects other language dominions, such as the syntactic and morphological ones 2,4,5,10 .…”

“…Understanding a text requires access to previous knowledge, which will be associated with new information coming from interpreting the text they read. Hence, mastering vocabulary and its amplitude make it easier to make inferences about the text and efficiently understand it 2,14,15 .…”