Development of reading comprehension: the decisive role of instruction targeting individual differences

Authors

DOI:

https://doi.org/10.15448/1984-7726.2019.2.32445

Keywords:

Models of reading comprehension. Development of reading comprehension, Instruction. Children development. Cognitive psychology.

Abstract

Models of proficient reading comprehension did not explain skill development. Connor’s model of the development of reading comprehension (CONNOR, 2016a), based on consistent empirical findings, brings together elements from previous models and, within the framework of the bioecological paradigm of child development, includes the social aspects of cognition and the instructional factor. In the present theoretical work we aim to detail Connor’s lattice model and the empirical studies that support it in order to: (1) highlight the theoretical advance that it represents in the understanding of the skill, by tracing a brief history of the models of reading comprehension; and (2) emphasize the clear educational implication: instruction is key to skill development, and will be effective to the extent that it is compatible with the learner’s linguistic and sociocognitive skills, that is, with individual differences, which implicates some degree of individualized instruction.

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Author Biographies

Helena Vellinho Corso, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS

Doutora em Psicologia pela Universidade Federal do Rio Grande do Sul, UFRGS, Porto Alegre (RS), Brasil. Psicopedagoga, Mestra em Psicologia da Educação e professora Adjunta da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brasil.

Évelin Assis, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS

Mestra em Educação pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brasil. Pedagoga e colaboradora na pesquisa “Intervenção em compreensão leitora na escola pública – como garantir a aprendizagem da habilidade de ler com compreensão e prevenir dificuldades nesta área”, coordenada pela professora Dra. Helena Vellinho Corso.

Débora Mayer Nunes, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS

Graduanda de Pedagogia na Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre (RS), Brasil. Graduanda em Psicologia na Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brasil. Bolsista de Iniciação Científica ligada à pesquisa
“Intervenção em compreensão leitora na escola pública – como garantir a aprendizagem da habilidade de ler com compreensão e prevenir dificuldades nesta área”, coordenada pela professora Dra. Helena Vellinho Corso.

Jerusa Fumagalli de Salles, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS

Doutora e Mestre em Psicologia pela Universidade Federal do Rio Grande do Sul, UFRGS, Porto Alegre (RS), Brasil. Fonoaudióloga pela Universidade Federal de Santa Maria, UFSM, Santa Maria (RS), Brasil. Professora Associada do Instituto de Psicologia da Universidade Federal do Rio Grande do Sul – UFRGS, Porto Alegre (RS), Brasil.

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Published

2019-11-06

How to Cite

Corso, H. V., Assis, Évelin, Nunes, D. M., & de Salles, J. F. (2019). Development of reading comprehension: the decisive role of instruction targeting individual differences. Letras De Hoje, 54(2), 211–220. https://doi.org/10.15448/1984-7726.2019.2.32445

Issue

Vol. 54 No. 2 (2019)

Section

Processamento da decodificação e da compreensão da leitura:

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