Abstract
Prepare an instrument to evaluate reading comprehension and verify the influence of receptive vocabulary on the reading comprehension of 3rd to 5th-grade Elementary School students with typical development. All ethical precepts were accomplished. Study participants were 69 3rd-, 4th- and 5th-grade students (35 girls) with mean ages of 8.2, 9.2, and 10 years, respectively, with typical development in the School Performance Test. Half of the sample underwent the reading comprehension test using the question-and-answer method and the other half took the test using the Cloze technique. All students completed the Teste de Vocabulário por Figuras USP (TVFUSP) with 139 stimuli. The schoolchildren presented good performance in receptive vocabulary despite their low socioeconomic level. Better performance was observed in explicit questions compared with that in implicit questions. Students demonstrated more homogeneous and similar performance between the school years in the Cloze technique. No conclusive results were found regarding the correlation between receptive vocabulary and reading comprehension by the two methods. There is evidence of the influence of receptive vocabulary on the reading comprehension of texts, mainly in the question-and-answer method. The prepared instrument, including both assessment methods of reading comprehension, is efficient to investigate and characterize the reading comprehension of 3rd to 5th-grade Elementary School students, and both methods significantly differentiated students in the 3rd and 5th grades.
Highlights
Reading comprehension is a complex process that includes both cognitive and metacognitive skills and enables acquisition of new knowledge, lexical growth and academic achievement, and mastery of the written code assists with its development[1,2].There are several theoretical models that explain the process of reading
We highlight the Construction-Integration Model of Textual Understanding prepared by Kintsch e van Dijk[3], which advocates that reading comprehension occurs at three levels: 1. Surface structure: at this level, the words and sentences undergo decoding, consisting in the construction of the microstructure of the text; 2
The standard deviations of the percentage of correct responses observed in the Cloze technique (Table 2) were lower than those obtained in the question-and-answer method (Table 3) in the three school years
Summary
Reading comprehension is a complex process that includes both cognitive and metacognitive skills and enables acquisition of new knowledge, lexical growth and academic achievement, and mastery of the written code assists with its development[1,2].There are several theoretical models that explain the process of reading. Reading comprehension is a complex process that includes both cognitive and metacognitive skills and enables acquisition of new knowledge, lexical growth and academic achievement, and mastery of the written code assists with its development[1,2]. Surface structure: at this level, the words and sentences undergo decoding, consisting in the construction of the microstructure of the text; 2. Representation of the text base: at this level, the reader is already able to construct the macrostructure of the text from its microstructure; 3. Situation model: at this level, the macrostructure formed at the previous level is associated with the reader’s previous knowledge about the world, enabling mental representation of the text. With the increase in speed and accuracy of reading decoding, readers focus their attention on cognitive features for constructing meanings of recognized words as well as inference processes[4,5]
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