The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools

Detalhes bibliográficos
Autor(a) principal: Sousa, Lucilene Bender de
Data de Publicação: 2017
Outros Autores: Hübner, Lilian Cristine
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p2044
Resumo: http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension. 
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spelling The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schoolsLa relación entre desempeño en comprensión lectora y factores socioeconómicos en escuelas públicas del sur de BrasilA relação entre desempenho em compreensão leitora e fatores socioeconômicoshttp://dx.doi.org/10.5007/1984-8412.2017v14n2p2044This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension. Este trabajo tiene el objetivo de investigar la relación entre desempeño en comprensión lectora y factores sociales y económicos: escolaridad parental, renta familiar e inversión en lectura. Participaron en el estudio 49 buenos lectores y 37 lectores con dificultades de comprensión lectora cursando el 8º año de la Enseñanza primaria de escuelas públicas de la ciudad de Santa Cruz do Sul, del sur de Brasil. Los datos revelaron que la escolaridad de los padres es más relevante que la renta familiar cuando se relaciona con el desempeño en comprensión lectora de los estudiantes. Exhibieron, además, correlación entre la escolaridad de los padres y la media de inversión en material de lectura. Siendo así, el nivel educacional de los padres puede ser un factor determinante de la forma en cómo ellos incentivan y promueven la lectura en su familia. Pesquisas futuras deben profundizar la investigación sobre cómo la escolaridad parental y las acciones de alfabetismo familiar contribuyen para el desarrollo en comprensión lectora de los estudiantes.  Este trabalho tem o objetivo de investigar a relação entre desempenho em compreensão leitora e fatores sociais e econômicos: escolaridade parental, renda familiar e investimento em leitura. Participaram do estudo 49 bons leitores (BL) e 37 leitores com dificuldades de compreensão leitora (LDC) cursando a 8ª série do Ensino Fundamental de escolas públicas do município de Santa Cruz do Sul, localizado no sul do Brasil. Os dados revelaram que a escolaridade dos pais é mais relevante do que renda familiar quando relacionada ao desempenho em compreensão leitora dos estudantes. Exibiram, ainda, correlação entre a escolaridade dos pais e a média de investimento em material de leitura. Sendo assim, o nível educacional dos pais pode ser um fator determinante da forma como eles incentivam e promovem a leitura em sua família. Pesquisas futuras devem aprofundar a investigação sobre como a escolaridade parental e as ações de letramento familiar contribuem para o desenvolvimento em compreensão leitora dos estudantes.Programa de Pós-Graduação em Linguística - UFSC2017-06-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p204410.5007/1984-8412.2017v14n2p2044Fórum Linguístico; Vol. 14 No. 2 (2017); 2044-2060Fórum Linguístico; Vol. 14 Núm. 2 (2017); 2044-2060Fórum Linguístico; v. 14 n. 2 (2017); 2044-20601984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p2044/34375Copyright (c) 2017 Fórum Linguísticoinfo:eu-repo/semantics/openAccessSousa, Lucilene Bender deHübner, Lilian Cristine2017-08-31T17:37:18Zoai:periodicos.ufsc.br:article/44910Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:28.068250Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
La relación entre desempeño en comprensión lectora y factores socioeconómicos en escuelas públicas del sur de Brasil
A relação entre desempenho em compreensão leitora e fatores socioeconômicos
title The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
spellingShingle The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
Sousa, Lucilene Bender de
title_short The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_full The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_fullStr The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_full_unstemmed The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_sort The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
author Sousa, Lucilene Bender de
author_facet Sousa, Lucilene Bender de
Hübner, Lilian Cristine
author_role author
author2 Hübner, Lilian Cristine
author2_role author
dc.contributor.author.fl_str_mv Sousa, Lucilene Bender de
Hübner, Lilian Cristine
description http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension. 
publishDate 2017
dc.date.none.fl_str_mv 2017-06-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p2044
10.5007/1984-8412.2017v14n2p2044
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p2044
identifier_str_mv 10.5007/1984-8412.2017v14n2p2044
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2017v14n2p2044/34375
dc.rights.driver.fl_str_mv Copyright (c) 2017 Fórum Linguístico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Fórum Linguístico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 14 No. 2 (2017); 2044-2060
Fórum Linguístico; Vol. 14 Núm. 2 (2017); 2044-2060
Fórum Linguístico; v. 14 n. 2 (2017); 2044-2060
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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