Abstract
This study aimed to analyze the efficiency of the Cloze Oriented System (COS) considering its relation with reading attitude and its validity. The Electronic Program Comprehension (EPC) for students from K1 to K4 based on the COS parts of stories from the Brazilian Children's literature was applied in eighteen class-hours. The 40 subjects, ten in each grade, of both genders aged 7 to 11 years, were evaluated before and after the EPC with a Cloze test. They answered the Elementary Reading Attitude Survey too, in a printed protocol adapted to Portuguese, to evaluate the reading attitude of the students and the influence of the EPC in the academic and recreational reading. The results showed that the performance in reading comprehension of all the subjects was higher after taking part in the EPC, and also had significant differences in reading attitude, according to the results of the T of Wilcoxon statistic test. A correlation between comprehension performance before and after the EPC and the reading attitude was verified. There was significant difference for academic reading attitude in the post-test between proficient readers and the one's that has low skill.
Highlights
This study aimed to analyze the efficiency of the Cloze Oriented System (COS) considering its relation with reading attitude and its validity
Os 40 participantes, para cada série, de ambos os gêneros e com idade entre 7 e anos, foram avaliados antes e depois do Programa Informatizado de Compreensão (PIC) por um teste de Cloze, Eles responderam também ao Inventário de Atitudes de Leitura, num protocolo impresso e adaptado para o Português, visando avaliar a atitude de leitura dos alunos e a influência do PIC na leitura acadêmica e recreacional
Há diferença significativa da atitude para leitura acadêmica no pós-teste entre os leitores proficientes e os que apresentam pouca habilidade
Summary
This study aimed to analyze the efficiency of the Cloze Oriented System (COS) considering its relation with reading attitude and its validity. Data from the 2003 National Basic Education Evaluation System (Sistema Nacional de Avaliação da Educação Básica – Saeb) revealed that 59% of Brazilian students attending the fourth grade of elementary school display severe reading deficiencies These students are either illiterate or are still focused on decoding the words rather than understanding their content (INEP, 2003). Despite the fact that knowledge, application and involvement with information are the main objectives to be achieved by a proficient reader, procedures designed to evaluate knowledge obtained through reading, which is acquired and applied for problem solving, are less common (Paris & Stahal, 2005) Another procedure for assessing comprehension, called Cloze Technique, was developed by Taylor (1957) to evaluate second language comprehension
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