The relevance of receptive vocabulary in reading comprehension

Abstract

PURPOSE: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

The role of phonological awareness in reading comprehension

“…We also stress that there was no significant difference between the scores of schools A and B for the GWOI; that is, the children from both schools obtained averages above the GWI, which has already been discussed in the literature, since students with good school performance tend to have superior reading and writing results 3,14,16 . The statistical analysis also showed that the performance of most GWI students from school B was classified as "above average," while at school A only one student had an "above average" performance.…”

“…Statistical analysis of the results obtained on the TRC test showed that the means and medians of the GWOI were higher than those of the GWI at both schools, which was already mentioned regarding the SRC, in which students without indications of disorders tend to have superior results 3,14,16 (Table 2). The fact that the median of the children at school B in the GWI is closer to that for school A's GWOI shows that these students (school A) have a more variable performance, as previously discussed, since school A is located in a neighborhood with lower socioeconomic levels, and this fact might have contributed to the children's poor performance 2,21 .…”

“…Thus, reading comprehension involves, besides decoding, the participation of many cognitive processes-memory, acquired vocabulary, fluency, and inference-that allow the construction of meanings, leading to the comprehension of the material being read [14][15][16] .…”

Efeitos de um programa de linguagem no funcionamento social de crianças do Ensino Fundamental

“…The themes expounded were based on the literature about the integration between several factors (biological and social) during development; the importance of oral language for learning and interpersonal relationships; the importance of effective communication and healthy interaction between teachers and pupils (2)(3)(4)(5)(6)(7)(8)(9)18) . The themes included in this part of the program are shown in Chart 1.…”

“…The role of oral language in learning reading and writing has been well described in the literature: phonological skills (4,5) , vocabulary (6,7) and narration skills (8) . While the receptive vocabulary and syntactic skills influence learning, expressive vocabulary and syntax are also significant for improvement of interpersonal communication (9) .…”