Evaluation and reading comprehension instruction: contributions from psycholinguistics to the education

• Autor(a) principal: Wolff, Clarice Lehnen
• Data de Publicação: 2014
• Outros Autores: Lopes, Marília Marques
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: letrônica
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/16717
• topic: Reading; Comprehension; Evaluation; Teaching.; Leitura; Compreensão; Avaliação; Ensino.

The present paper addresses reading comprehension and its evaluation. The goal is to address, based on a theoretical review within the field of Psycholinguistics, the basic processes in the reader-text relationship; the study addresses, especially, top-down and bottom-up processes in the search for the construction of meaning. These processes develop from early alphabetization to later reading comprehension processes that require more sophisticated inference-making based, in turn, on implicit and explicit information. We discuss the metalinguistic aspects which should be made available to elementary school teachers so that they can develop activities aimed at helping readers achieve a deeper understanding of their comprehension processes. Different linguistic levels of texts and different cognitive strategies, used according to the activities proposed, should be taken into consideration in teaching and evaluation processes.