Evolution of reading and retelling narrative structure of schoolchildren in the 2nd and 3rd years of elementary school

Abstract

Understanding is a complex process which requires the integration of small units of text into larger units, which then combine with the knowledge of the reader. This can be verified by recall experiments. This work had as objective to undertake a reading and recall experiment with 2nd and 3rd year primary school students. A total of one hundred and one 2nd and 3rd year primary school students in public and private schools read and then take a written text. The students then answer questionnaires, each with ten multiple choice questions. Each questionnaire had only one correct answer. The data were analysed according to the understanding of causal structure model. Descriptive analyses were performed, with association and correlation of data. Analysis shows that there is a statistically significant difference between the performance categories of school years. Interference for recall categories; reconstruction for sex; accuracy did not differentiate between age, questioning performance did not differ for literal inferences. There was no classification for the best category of recall. There is development between the second and third years in respect of narration, making inferences, clause count for recall, and accuracy. The findings contribute to more assertive techniques in the skills evaluated, recognition of when they may be disabled, and identification of more appropriate learning methods.