Reading strategy scale for elementary school students

• Autor(a) principal: JOLY, Maria Cristina Rodrigues Azevedo
• Data de Publicação: 2006
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos de Psicologia (Campinas)
• Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/6799
• topic: Psicometria; Validação; Leitura; Metacognição; psychometria; validity; reading; metacognition

This study has aimed the validation of a scale of metacoginitive reading strategies for children on their first stage at school. 1.259 students, aged from 9 to 4, took part in this study. All of them attended the elementary school, 39.80% from private and 61.20% from public schools. Among the subjects, 51.00% were male. The Reading Strategies Scale - Primary School 1 was applied in groups. The results showed that the scale can be considered trustworth (α= 0.73). Moreover, the factorial analysis revealed the existence of three factors- global strategies, problem-solving and support - which guarantees this scale variability in 42.12% . Four itens were eliminated because they presented scores below 0.30. There are thirteen- items in the new scale. According to the statistic analysis, there was a significant difference among students’ grades about using the reading strategies (f= 3.297; p= 0.000; α= 0.05). The “t” Student test for independent samples indicated gender influence in the total frequency of the reading strategies scale use (t= 5.266; p=0.000), which is a criteria for validation.