Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations

Detalhes bibliográficos
Autor(a) principal: Spinillo, Alina Galvão
Data de Publicação: 2012
Outros Autores: Hodges, Luciana Vasconcelos dos Santos Dantas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17575
Resumo: This study analyzed errors presented by children with difficulties in reading comprehension in two reading conditions. Children in Group 1 were asked to read a story with interruptions, and those in Group 2 had to read the same story without any interruptions whatsoever. After reading, the children answered questions about information of an inferential nature. Analysis of the answers led to the identification of four types of errors, regarding the way intra and extra-textual information is integrated. Although the errors were stable in both situations, the interrupted reading appears to favor attempts to establish inferences. The results contribute to a psychological understanding of the difficulties related to reading comprehension, specifically in the establishment of inferences, with possible educational implications.
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spelling Error Analysis and Reading Comprehension:: Comparisons Between Different Reading SituationsAnálise de Erros e Compreensão de Textos:: Comparações entre Diferentes Situações de LeituraPsicologia; Psicologia Cognitiva; EducaçãoDificuldades de compreensão de textoAnálise de errosInferênciasCriançasReading comprehension difficultiesError analysisInferencesChildrenThis study analyzed errors presented by children with difficulties in reading comprehension in two reading conditions. Children in Group 1 were asked to read a story with interruptions, and those in Group 2 had to read the same story without any interruptions whatsoever. After reading, the children answered questions about information of an inferential nature. Analysis of the answers led to the identification of four types of errors, regarding the way intra and extra-textual information is integrated. Although the errors were stable in both situations, the interrupted reading appears to favor attempts to establish inferences. The results contribute to a psychological understanding of the difficulties related to reading comprehension, specifically in the establishment of inferences, with possible educational implications.O presente estudo analisou os erros apresentados por crianças com dificuldades de compreensão de textos em duas situações de leitura. As crianças do Grupo 1 realizaram a leitura interrompida de uma história e as do Grupo 2 realizaram a leitura sem interrupção. Após a leitura, as crianças responderam perguntas sobre informações inferenciais. A análise das respostas permitiu identificar quatro tipos de erros referentes à maneira de integrar informações intra e extratextuais. Apesar dos erros serem estáveis em ambas as situações, a leitura interrompida propiciou tentativas de estabelecimento de inferências mais eficientes do que a leitura sem interrupções. Os resultados contribuem para um entendimento psicológico das dificuldades de compreensão textual no que concerne ao estabelecimento de inferências, podendo gerar implicações educacionais.Instituto de Psicologia - Universidade de Brasília2012-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17575Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388Psicologia: Teoria e Pesquisa; Vol. 28 Núm. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388Psicologia: Teoria e Pesquisa; v. 28 n. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-3881806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17575/16087https://periodicos.unb.br/index.php/revistaptp/article/view/17575/16928Spinillo, Alina GalvãoHodges, Luciana Vasconcelos dos Santos Dantasinfo:eu-repo/semantics/openAccess2018-10-25T17:29:48Zoai:ojs.pkp.sfu.ca:article/17575Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-25T17:29:48Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
Análise de Erros e Compreensão de Textos:: Comparações entre Diferentes Situações de Leitura
title Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
spellingShingle Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
Spinillo, Alina Galvão
Psicologia; Psicologia Cognitiva; Educação
Dificuldades de compreensão de texto
Análise de erros
Inferências
Crianças
Reading comprehension difficulties
Error analysis
Inferences
Children
title_short Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
title_full Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
title_fullStr Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
title_full_unstemmed Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
title_sort Error Analysis and Reading Comprehension:: Comparisons Between Different Reading Situations
author Spinillo, Alina Galvão
author_facet Spinillo, Alina Galvão
Hodges, Luciana Vasconcelos dos Santos Dantas
author_role author
author2 Hodges, Luciana Vasconcelos dos Santos Dantas
author2_role author
dc.contributor.author.fl_str_mv Spinillo, Alina Galvão
Hodges, Luciana Vasconcelos dos Santos Dantas
dc.subject.por.fl_str_mv Psicologia; Psicologia Cognitiva; Educação
Dificuldades de compreensão de texto
Análise de erros
Inferências
Crianças
Reading comprehension difficulties
Error analysis
Inferences
Children
topic Psicologia; Psicologia Cognitiva; Educação
Dificuldades de compreensão de texto
Análise de erros
Inferências
Crianças
Reading comprehension difficulties
Error analysis
Inferences
Children
description This study analyzed errors presented by children with difficulties in reading comprehension in two reading conditions. Children in Group 1 were asked to read a story with interruptions, and those in Group 2 had to read the same story without any interruptions whatsoever. After reading, the children answered questions about information of an inferential nature. Analysis of the answers led to the identification of four types of errors, regarding the way intra and extra-textual information is integrated. Although the errors were stable in both situations, the interrupted reading appears to favor attempts to establish inferences. The results contribute to a psychological understanding of the difficulties related to reading comprehension, specifically in the establishment of inferences, with possible educational implications.
publishDate 2012
dc.date.none.fl_str_mv 2012-12-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17575
url https://periodicos.unb.br/index.php/revistaptp/article/view/17575
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17575/16087
https://periodicos.unb.br/index.php/revistaptp/article/view/17575/16928
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388
Psicologia: Teoria e Pesquisa; Vol. 28 Núm. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388
Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388
Psicologia: Teoria e Pesquisa; v. 28 n. 4 (2012): Revista Psicologia: teoria e pesquisa; 381-388
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
_version_ 1800211712308150272

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