Reading comprehension and argumentative structure of the chronic genre

Authors

  • Jésura Lopes Chaves PUCRS

Keywords:

Compreensão leitora, Estrutura argumentativa, Crônica.

Abstract

The present work deals with the relation between the high school graduate students reading skills and their predominant argumentative knowledge of essay´ structures. In order to carry out this investigation it has been necessary to analyze the performance of the students who are in their third year at high school through a reading comprehension test and a predominant argumentative structure knowledge test, based on the theory postulated by Adam (1992). The Pearson Coefficient of Correlation of these variables is calculated from the results given. The result of this coefficient has indicated the correlation of – 0,578 – and has confirmed the hypothesis that one variable is related to the other. The theme is very complex considering the features of the objects observed - reading, short story and argumentation - and the fact that they lead to other factors that also contribute to the correlation. Therefore, new scientific projects which focus the integration of these elements have been necessary because of their importance to the academic paradigms that form proficient readers.

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Author Biography

Jésura Lopes Chaves, PUCRS

Pós-graduação em Linguística Aplicada Psicolinguística

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Published

2009-07-29

How to Cite

Lopes Chaves, J. (2009). Reading comprehension and argumentative structure of the chronic genre. Letrônica, 2(1), 91–104. Retrieved from https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/4935

Issue

Vol. 2 No. 1 (2009): Linguagem e Cognição & Introspecção

Section

Linguistics

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