Developmental Standards in a Reading Comprehension Task for Elementary School Children
DOI:
https://doi.org/10.15448/1980-8623.2015.1.16900Keywords:
Reading comprehension, Written language, Language assessment, Reading, Children.Abstract
This study presents the performance standards for an assessment tool, constituted by two different tasks, elaborated to evaluate reading comprehension of narrative texts. Retelling and a questionnaire based on the story “The Thing” permitted the evaluation of children from the 1st to 3rd grades, whereas the same tasks based on the story “The Rabbit and the Dog” assessed children from the 4th to 6th grade. The study included 176 children (51.7% girls) between seven and 12 years old, from the first to sixth grade of elementary school, from public and private schools in Porto Alegre-RS. Normative scores for children from the 1st to 6th grades were divided by years of education and type of school. Descriptive statistics (mean and standard deviation) and comparison of the scores on the reading comprehension tasks were carried out using years of education and type of school (public and private) of children (Mann-Whitney and Kruskal-Wallis). Compared to younger children from initial grades, older children from advanced grades showed a better performance in reading comprehension. Students from private schools performed better when compared to students from public schools. The assessment tool seems to be useful to distinguish performances of children from different years of education and type of schools and it is easily applied. Clinicians, researchers and professionals in the school environment can use the instrument.Downloads
References
Angelini, A. L., Alves, I. C. B., Custódio, E. M., Duarte, W. F., & Duarte, J. L. M. (1999). Matrizes progressivas coloridas de Raven: escala especial [Manual]. São Paulo: Centro Editor de Testes e Pesquisas em Psicologia.
Associação Brasileira de Empresas de Pesquisa [ABEP] (2009). Critério de Classificação Econômica Brasil. Recuperado em 30 setembro, 2013, de http://www.abep.org/novo/Utils/FileGenerate.ashx?id=197
Bowey, J. A. (2000). Recent developments in language acquisition and reading research: the phonological basis of children’s reading difficulties.
Australian Educational and Developmental Psychologist, 17(1), 5-31.
Brandão, A. C. P. & Spinillo, A. G. (1998). Aspectos gerais e específicos na compreensão de textos. Psicologia: Reflexão e Crítica, 11(2), 253-272. http://dx.doi.org/10.1590/S0102-79721998000200006
Brandão, A. C. P. & Spinillo, A. G. (2001). Produção e compreensão de textos em uma perspectiva de desenvolvimento. Estudos de Psicologia, 6(1), 51-62. http://dx.doi.org/10.1590/S1413-294X2001000100006
Brito, G. N. (1987). The Conners abbreviated teacher rating scale: development of norms in Brazil. Journal of Abnormal Child Psychology, 15, 511-518. http://dx.doi.org/10.1007/BF00917237
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. http://dx.doi.org/10.1037/0022-0663.96.1.31
Casarin, F. S., Wong, C. E. I., Parente, M. A. M. P., Salles, J. F., & Fonseca, R. P. (2012). Comparação de desempenho neuropsicológico entre estudantes de escolas públicas e privadas brasileiras. Spanish Journal of Psychholog, 15(3), 942-951.
http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n3.39386
Castillo, R., Ruiz, J. R., Chillón, P., Jiménez-Pavón, D., Esperanza-Díaz, L., Moreno, L. A., & Ortega, F. B. (2011). Associations between parental educational/occupational levels and cognitive performance in Spanish adolescents: the AVENA study. Psicothema, 23(3), 349-355.
Corso, H. V. & Salles, J. F. (2009). Relação entre leitura de palavras isoladas e compreensão de leitura textual em crianças. Letras de Hoje, 44(3) 28-35.
Corso, H. V., Sperb, T. M., & Salles, J. F. (2012). Desenvolvimento de instrumento de compreensão leitora a partir de reconto e questionário. Neuropsicologia Latinoamericana, 4(1), 22-28.
Corso, H. V., Sperb, T. M., & Salles, J. F. (no prelo). Compreensão leitora: modelos de processamento e relações com outras habilidades cognitivas. In A. Roazzi, F. R. R. Justi, & J. F. Salles (Org.). A aprendizagem da leitura e da escrita: Contribuições de pesquisas.
Cuetos, F., Rodrigues, B., & Ruano, E. (1998). Provas de avaliação dos processos de leitura – PROLEC [Manual].
(S. A. Capellini, A. M. Oliveira, & F. Cuetos, adaptação brasileira). São Paulo: Casa do Psicólogo.
Dawson, P. & Guare, R. (2010). Executive skills in children and adolescents (2nd ed). New York: Guilford Press.
Engel, P. M. J., Santos, F. H., & Gathercole, S. E. (2008). Are working memory measures free of socioeconomic influence? Journal of Speech, Language, and Hearing Research, 51, 1580-1587. http://dx.doi.org/10.1044/1092-4388(2008/07-0210)
Ehri, L. C. (2010). Development of sight word reading: phases and findings. In M. J. Snowling, & C. Hulme (Eds.). The science of reading: A handbook (4th ed.) (pp. 135-154). Oxford, UK: Blackwell.
Gardinal, E. C. & Marturano, E. M. (2007). Meninos e meninas na Educação Infantil: associação entre comportamento e desempenho. Psicologia em Estudo, 12, 541-551. http://dx.doi.org/10.1590/S1413-73722007000300011
Goldmann, S. R. & Wolfe, M. B. W. (2001). Text comprehension: Models in psychology. International Encyclopedia of the Social & Behavioral Sciences, 15625-15631. http://dx.doi.org/10.1016/B0-08-043076-7/01542-4
Hulme, C. & Snowling, M. J. (2011). Children’s reading comprehension difficulties: nature, causes, and treatments. Current Directions in Psychological Science, 20(3), 139-142. http://dx.doi.org/10.1177/0963721411408673
Johnston, A. M., Barnes, M., & Desrochers, A. (2008). Reading comprehension: developmental processes, individual differences, and interventions. Canadian Psychology, 49(2), 125-132. http://dx.doi.org/10.1037/0708-5591.49.2.125
Kendeou, P., Muis, K. R., & Fulton, S. (2010). Reader and text factors in reading comprehension processes. Journal of Research in Reading, 34(4), 365-383. http://dx.doi.org/10.1111/j.1467-9817.2010.01436.x
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological Review, 95(2), 163-182. http://dx.doi.org/10.1037/0033-295X.95.2.163
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Marotto, C. M. (2000). Introducción a los modelos cognitivos de la comprensión del lenguage. Universidad de Buenos Aires: Editorial Universitária de Buenos Aires.
McHorney, C. A., Ware, J. E., Lu J. F. R., & Sherbourne, C. D. (1994). The MOS 36-item short-form health survey (SF-36): III. Tests of data quality, scaling assumptions and reliability across diverse patient groups. Medical Care, 32, 40-66. http://dx.doi.org/10.1097/00005650-199401000-00004
McVay, J. C. & Kane, M. J. (2012). Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. Journal of Experimental Psychology: General, 141(2), 302-320. http://dx.doi.org/10.1037/a0025250
Oakhill, J. & Cain, K. (2006). Reading processes in reading. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (2nd ed.) (pp. 379-386). Oxford: Elsevier.
Ouellette, G. & Beers, A. (2010). A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189-208. http://dx.doi.org/10.1007/s11145-008-9159-1
Parente, M. A., Saboskinski, A. P., Ferreira, E., & Nespoulous, J. (1999). Memória e compreensão da linguagem no envelhecimento. Estudos Interdisciplinares sobre o Envelhecimento (v. 1, pp. 57-76). Porto Alegre: PROREXT/UFRGS.
Phillips, B. M. & Lonigan, C. J. (2010). Social correlates of Emergent Literacy. In M. J. Snowling, & C. Hulme (Eds.). The science of reading: A handbook (4th ed.) (pp. 173-187). Oxford, UK: Blackwell.
Piccolo, L. R. & Salles, J. F. (2013). Vocabulário e memória de trabalho predizem desempenho em leitura de crianças. Revista Psicologia: Teoria e Prática, 15(2), 180-191.
Piccolo, L. R., Falceto, O. G., Fernandes, C. L., Levandowski, D. C., Grassi-Oliveira, R., & Salles, J. F. (2012). Variáveis psicossociais e desempenho em leitura de crianças de baixo nível socioeconômico. Psicologia: Teoria e Pesquisa, 28(4), 389-398.
http://dx.doi.org/10.1590/S0102-37722012000400004
Prata, M. (2005). O coelho e o cachorro. In M. A. Negrinho. Aulas de Redação – 6ª série (pp. 42-43). São Paulo: Ática.
Raven, J. C., Court, J. H., & Raven, J. (1986). Coloured progressive matrices. London: H. K. Lewis.
Rocha, R. (1997). A Coisa. In: C. S. Carvalho & M. D. Baraldi (Eds.), Construindo a escrita: leitura e interpretação de textos (pp. 86-95). São Paulo: África.
Salles, J. F. & Parente, M. A. M. P. (2004). Compreensão textual em alunos de segunda e terceira séries: uma abordagem cognitiva. Estudos de Psicologia, 9(1), 71-80. http://dx.doi.org/10.1590/S1413-294X2004000100009
Saraiva, R., Moojen, S., & Munarski, R. (2009). Avaliação da compreensão leitora de textos expositivos para fonoaudiólogos e psicopedagogos. São Paulo: Casa do Psicólogo.
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26-43. http://dx.doi.org/10.1111/j.1540-4781.2011.01146.x
Seigneuric, A. & Ehrlich, M. (2005). Contribution of working memory capacity to children’s reading comprehension: a longitudinal investigation. Reading and Writing, 18, 617-656. http://dx.doi.org/10.1007/s11145-005-2038-0
Siqueira, M. & Lamprecht, R. R. (2007). As metáforas primárias na aquisição da linguagem: um estudo interlinguístico. D.E.L.T.A., 23(2), 245-272. http://dx.doi.org/10.1590/S0102-44502007000200004
Sotelo-Dynega, M., Flanagan, D. P., & Alfonso, V. C. (2011). One Overview of Specific Learning Disabilities. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 1-19). New Jersey, NJ: Wiley.
Trabasso, T., Van Den Broek, P., & Suh, S. (1989). Logical necessity and transitivity of causal relations in the representation of stories. Discourse Processes, 12, 1-25. http://dx.doi.org/10.1080/01638538909544717
van Kraayenoord, C. E., Beinicke, A., Schlagmuller, M., & Schneider, W. (2012). Word identification, metacognitive knowledge, motivation and reading comprehension: An Australian study of Grade 3 and 4 pupils.
Australian Journal of Language and Literacy, 35(1), 51-68.
Villaseñor, E. M., Sanz Martín, A., Gumá Díaz, E., Ardila, A., Rosselli, M., & Ardila, A. (2009). Influencia del nivel educativo de los padres, el tipo de escuela y el sexo en el desarrollo de la atención y la memoria: effects of parents’ educational level, school type and gender on the development of attention and memory. Revista Latinoamericana de Psicología, 41(2), 257-276.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Psico implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Psico as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
