Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου

Abstract

The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.