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Abstract
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. 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. 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. 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.
Highlights
Reading comprehension (RC) refers to the capacity of understanding content expressed in reading material and putting it together with information from the reader’s world knowledge
The data were confirmed through the variance analysis technique, which indicated a significant difference between the average grades in the TVFUSP in both groups (p
The results showed that there is a narrow relationship between working memory, vocabulary, and other cognitive processes in the reading performance of these students
Summary
Reading comprehension (RC) refers to the capacity of understanding content expressed in reading material and putting it together with information from the reader’s world knowledge. It is considered a complex multidimensional process that involves the integral view of the graphic material, structural interpretation of the content, the integration of such information in the memory, and inference[1,2]. When evaluating decoding and RC, the level of education should be taken into consideration, as should factors involved in these competencies, such as the ability to recognize printed word and make the graphophonemic association; activate representative structures attributing meaning to what is written; and understand the message, recognizing the grammatical structures, considering the word order and the use of punctuation marks[1,2,6]
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