Reading comprehension performance of elementary and senior high school students
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.3389/feduc.2023.1086040 http://hdl.handle.net/11449/250043 |
Resumo: | Introduction: In Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R). Methods: A total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R. Results and discussion: The results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system. |
id |
UNSP_b1c5eb0509b6e5d68f003dd00927b4fc |
---|---|
oai_identifier_str |
oai:repositorio.unesp.br:11449/250043 |
network_acronym_str |
UNSP |
network_name_str |
Repositório Institucional da UNESP |
repository_id_str |
2946 |
spelling |
Reading comprehension performance of elementary and senior high school studentsadolescenceassessmenteducation in Brazilhigh schoolmiddle schoolreadingreading comprehensionIntroduction: In Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R). Methods: A total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R. Results and discussion: The results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.Department of Speech and Hearing Therapy Sciences Federal University of Santa Maria, Rio Grande do SulInvestigation Learning Disabilities Laboratory (LIDA) Department of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)Department of Social Medicine School of Medicine of Ribeirão Preto University of São PauloDepartment of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)Investigation Learning Disabilities Laboratory (LIDA) Department of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)Department of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)Federal University of Santa MariaUniversidade Estadual Paulista (UNESP)Universidade de São Paulo (USP)de Oliveira, Adriana Marques [UNESP]Santos, Jair Lício FerreiraCapellini, Simone Aparecida [UNESP]2023-07-29T16:16:08Z2023-07-29T16:16:08Z2023-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://dx.doi.org/10.3389/feduc.2023.1086040Frontiers in Education, v. 8.2504-284Xhttp://hdl.handle.net/11449/25004310.3389/feduc.2023.10860402-s2.0-85161373153Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengFrontiers in Educationinfo:eu-repo/semantics/openAccess2023-07-29T16:16:08Zoai:repositorio.unesp.br:11449/250043Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-07-29T16:16:08Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Reading comprehension performance of elementary and senior high school students |
title |
Reading comprehension performance of elementary and senior high school students |
spellingShingle |
Reading comprehension performance of elementary and senior high school students de Oliveira, Adriana Marques [UNESP] adolescence assessment education in Brazil high school middle school reading reading comprehension |
title_short |
Reading comprehension performance of elementary and senior high school students |
title_full |
Reading comprehension performance of elementary and senior high school students |
title_fullStr |
Reading comprehension performance of elementary and senior high school students |
title_full_unstemmed |
Reading comprehension performance of elementary and senior high school students |
title_sort |
Reading comprehension performance of elementary and senior high school students |
author |
de Oliveira, Adriana Marques [UNESP] |
author_facet |
de Oliveira, Adriana Marques [UNESP] Santos, Jair Lício Ferreira Capellini, Simone Aparecida [UNESP] |
author_role |
author |
author2 |
Santos, Jair Lício Ferreira Capellini, Simone Aparecida [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Federal University of Santa Maria Universidade Estadual Paulista (UNESP) Universidade de São Paulo (USP) |
dc.contributor.author.fl_str_mv |
de Oliveira, Adriana Marques [UNESP] Santos, Jair Lício Ferreira Capellini, Simone Aparecida [UNESP] |
dc.subject.por.fl_str_mv |
adolescence assessment education in Brazil high school middle school reading reading comprehension |
topic |
adolescence assessment education in Brazil high school middle school reading reading comprehension |
description |
Introduction: In Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R). Methods: A total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R. Results and discussion: The results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-29T16:16:08Z 2023-07-29T16:16:08Z 2023-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.3389/feduc.2023.1086040 Frontiers in Education, v. 8. 2504-284X http://hdl.handle.net/11449/250043 10.3389/feduc.2023.1086040 2-s2.0-85161373153 |
url |
http://dx.doi.org/10.3389/feduc.2023.1086040 http://hdl.handle.net/11449/250043 |
identifier_str_mv |
Frontiers in Education, v. 8. 2504-284X 10.3389/feduc.2023.1086040 2-s2.0-85161373153 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Frontiers in Education |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1792962315755192320 |