How reading comprehension evolves in elementary school students

Authors

  • Márcia di Santo de Melo Machado Pontifícia Universidade Católica de São Paulo
  • Maria Regina Maluf Pontifícia Universidade Católica de São Paulo

DOI:

https://doi.org/10.5935/2175-3520.20190019

Keywords:

Cognitive psychology, Reading comprehension, Elementary school

Abstract

Studies based on Cognitive Psychology contribute to the understanding of the cognitive and the linguistic processes involved in reading learning. English language researches on reading comprehension are numerous, however we still have little evidence on this issue in more transparent languages, such as Brazilian Portuguese. The goal of this research was to verify how reading comprehension evolves in a group of 2nd, 3rd and 4th grades students from an elementary private school located in the city of Santo André, in the state of São Paulo. 98 students from 7 to 9 years old took part of this study. Words, sentences and texts comprehension measurement instruments were used. It was used average, standard deviation, T-student, ANOVA and Tukey. The results showed the students’ development from 2nd to 4th grade on sentences comprehension, while text comprehension evolves from 2nd to 3rd grade, but not from 3rd to 4th. Girls understand text better than boys in 2nd and 3rd grades, but not in 4th grade. Further researches are recommended.

Author Biographies

Márcia di Santo de Melo Machado, Pontifícia Universidade Católica de São Paulo

Pedagoga, psicopedagoga, Mestra em Educação: Psicologia da Educação pela Pontifícia Universidade Católica de São Paulo (PUC-SP).

Maria Regina Maluf, Pontifícia Universidade Católica de São Paulo

Doutora em Psicologia pela Université Catholique de Louvain (1972). Pós-doutorado na University of California, Los Angeles (UCLA), e no Institut National de la Recherche Pédagogique, INRPCRESAS, Paris. Professora Titular da Pontifícia Universidade Católica de São Paulo, no Programa de Estudos Pós-Graduados em Educação, área de Psicologia da Educação. Professora livre docente da Universidade de São Paulo, Instituto de Psicologia.

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Published

2019-10-24

Issue

No. 49 (2019)

Section

Artigos

License

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