Word reading and text reading in children: effects of grade and type of school, and dissociations in performance

Authors

  • Helena Vellinho Corso Universidade Federal do Rio Grande do Sul
  • Tânia Mara Sperb Universidade Federal do Rio Grande do Sul
  • Jerusa Fumagalli de Salles Universidade Federal do Rio Grande do Sul

Keywords:

Reading, Comprehension, Learning

Abstract

Word reading and text comprehension (retelling and questionnaire) are evaluated and compared in a sample of students (n=110), attending the fourth, fifth and sixth grades, in public and private schools. It is also investigated dissociations between the skills to recognize words and understand texts. A main effect of grade was found in relation to word reading and comprehension questionnaire. Type of school had a main effect on word reading and on retellings. There was no interaction effect between the two independent variables. We identified a group of poor compreendedores (high performance in word reading and low performance in reading comprehension), corresponding to 17% of the total sample.

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Author Biographies

Helena Vellinho Corso, Universidade Federal do Rio Grande do Sul

Doutoranda em Psicologia do desenvolvimento do Programa de Pós-Graduação em Psicologia (UFRGS)

Tânia Mara Sperb, Universidade Federal do Rio Grande do Sul

Professora do Programa de Pós-Graduação em Psicologia

Jerusa Fumagalli de Salles, Universidade Federal do Rio Grande do Sul

Professora do Programa de Pós-Graduação em Psicologia

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Published

2013-04-11

How to Cite

Corso, H. V., Sperb, T. M., & de Salles, J. F. (2013). Word reading and text reading in children: effects of grade and type of school, and dissociations in performance. Letras De Hoje, 48(1), 81–90. Retrieved from https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12033

Issue

Vol. 48 No. 1 (2013): Research and Teaching of Reading and Writing: Psycholinguistic Studies

Section

Reading in Childhood

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