Relationship between fluency and reading comprehension in 4th and 5th grade students

Detalhes bibliográficos
Autor(a) principal: Guaresi, Ronei
Data de Publicação: 2018
Outros Autores: Silva, Denise Viana, Oliveira, Elizama Silva Dias de, Zamilute, Haydeé Garcez
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/11505
Resumo: Based on theoretical psycholinguistic assumptions regarding the cognitive processing of reading, including and especially through the Bottom-up and Top-Down and Double-Rota models, and also in literature review studies on the relationship between verbal fluency and reading comprehension, this study aims to evaluate the relationship between reading comprehension and reading fluency. The reading fluency was evaluated through the grapheme-phoneme conversion time criterion and comprehension by means of reading to answer open-ended questions. In this study, of an elementary public school in the countryside of Bahia, we observed a strong negative correlation between the two variables studied (r = - 0.70), because the higher the reading comprehension, the less time taken to read. We observe what the speed was relevant for comprehension until the conversion between 5 and 6 graphemes per second. It seems that the lack of automatic recognition of graphemes imposes a higher cost of cognitive processing, that is, processing by phonological and ascending pathways seems to consume the essentially limited range of cognitive resources of working memory. Consequently, there are no cognitive resources for access to meaning. We conjectured that the lateness of converting graphemes into phonemes, as we have seen in this study, indicates that serial processing and preferential use of the phonological route and the ascending path do not contribute to parallel processing and comprehension.
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spelling Relationship between fluency and reading comprehension in 4th and 5th grade studentsRelação entre Fluência e Compreensão Leitora em estudantes de 4º e 5º ano do Ensino FundamentalFluência leitoraCompreensão leitoraProcessamento da leituraReading fluencyReading comprehensionProcessing of reading.Based on theoretical psycholinguistic assumptions regarding the cognitive processing of reading, including and especially through the Bottom-up and Top-Down and Double-Rota models, and also in literature review studies on the relationship between verbal fluency and reading comprehension, this study aims to evaluate the relationship between reading comprehension and reading fluency. The reading fluency was evaluated through the grapheme-phoneme conversion time criterion and comprehension by means of reading to answer open-ended questions. In this study, of an elementary public school in the countryside of Bahia, we observed a strong negative correlation between the two variables studied (r = - 0.70), because the higher the reading comprehension, the less time taken to read. We observe what the speed was relevant for comprehension until the conversion between 5 and 6 graphemes per second. It seems that the lack of automatic recognition of graphemes imposes a higher cost of cognitive processing, that is, processing by phonological and ascending pathways seems to consume the essentially limited range of cognitive resources of working memory. Consequently, there are no cognitive resources for access to meaning. We conjectured that the lateness of converting graphemes into phonemes, as we have seen in this study, indicates that serial processing and preferential use of the phonological route and the ascending path do not contribute to parallel processing and comprehension.Sustentado em pressupostos teóricos psicolinguísticos no tocante ao processamento cognitivo da leitura, inclusive e especialmente por meio dos modelos Bottom-up e Top-down e Dupla Rota e, ainda, em estudos de revisão de literatura que tratam da relação entre fluência e compreensão leitora, este estudo objetiva avaliar a relação entre fluência e compreensão leitora. Avaliou-se a fluência leitora por meio do critério tempo de conversão grafema-fonema e a compreensão leitora por meio de respostas escritas de questões abertas de compreensão. Participaram 27 estudantes do 4º e do 5º ano do Ensino Fundamental, entre 9 e 12 anos, de ambos os sexos, de uma escola pública no interior da Bahia. Observamos uma correlação negativa forte entre as duas variáveis estudadas (r = - 0,70), pois, quanto maior a compreensão leitora, menor foi o tempo levado para a leitura. A velocidade de leitura mostrou-se relevante para a compreensão até a conversão entre 5 e 6 grafemas por segundo. Ao que parece, a falta de reconhecimento automático dos grafemas impõe maior custo de processamento cognitivo, ou seja, o processamento pelas vias fonológica e ascendente parece consumir a gama essencialmente limitada de recursos cognitivos da memória de trabalho. Como consequência, não restam recursos cognitivos para o acesso ao significado. Conjecturamos que a demora de conversão dos grafemas em fonemas, como vimos neste estudo, indício de processamento serial e uso preferencial da rota fonológica e da via ascendente, não colabora para o processamento cognitivo em paralelo e para a leitura compreensiva.Edunisc2018-05-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1150510.17058/signo.v43i77.11505Signo; v. 43 n. 77 (2018); 43-521982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/11505/pdfCopyright (c) 2018 Signoinfo:eu-repo/semantics/openAccessGuaresi, RoneiSilva, Denise VianaOliveira, Elizama Silva Dias deZamilute, Haydeé Garcez2018-11-29T18:41:41Zoai:ojs.online.unisc.br:article/11505Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-11-29T18:41:41Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Relationship between fluency and reading comprehension in 4th and 5th grade students
Relação entre Fluência e Compreensão Leitora em estudantes de 4º e 5º ano do Ensino Fundamental
title Relationship between fluency and reading comprehension in 4th and 5th grade students
spellingShingle Relationship between fluency and reading comprehension in 4th and 5th grade students
Guaresi, Ronei
Fluência leitora
Compreensão leitora
Processamento da leitura
Reading fluency
Reading comprehension
Processing of reading.
title_short Relationship between fluency and reading comprehension in 4th and 5th grade students
title_full Relationship between fluency and reading comprehension in 4th and 5th grade students
title_fullStr Relationship between fluency and reading comprehension in 4th and 5th grade students
title_full_unstemmed Relationship between fluency and reading comprehension in 4th and 5th grade students
title_sort Relationship between fluency and reading comprehension in 4th and 5th grade students
author Guaresi, Ronei
author_facet Guaresi, Ronei
Silva, Denise Viana
Oliveira, Elizama Silva Dias de
Zamilute, Haydeé Garcez
author_role author
author2 Silva, Denise Viana
Oliveira, Elizama Silva Dias de
Zamilute, Haydeé Garcez
author2_role author
author
author
dc.contributor.author.fl_str_mv Guaresi, Ronei
Silva, Denise Viana
Oliveira, Elizama Silva Dias de
Zamilute, Haydeé Garcez
dc.subject.por.fl_str_mv Fluência leitora
Compreensão leitora
Processamento da leitura
Reading fluency
Reading comprehension
Processing of reading.
topic Fluência leitora
Compreensão leitora
Processamento da leitura
Reading fluency
Reading comprehension
Processing of reading.
description Based on theoretical psycholinguistic assumptions regarding the cognitive processing of reading, including and especially through the Bottom-up and Top-Down and Double-Rota models, and also in literature review studies on the relationship between verbal fluency and reading comprehension, this study aims to evaluate the relationship between reading comprehension and reading fluency. The reading fluency was evaluated through the grapheme-phoneme conversion time criterion and comprehension by means of reading to answer open-ended questions. In this study, of an elementary public school in the countryside of Bahia, we observed a strong negative correlation between the two variables studied (r = - 0.70), because the higher the reading comprehension, the less time taken to read. We observe what the speed was relevant for comprehension until the conversion between 5 and 6 graphemes per second. It seems that the lack of automatic recognition of graphemes imposes a higher cost of cognitive processing, that is, processing by phonological and ascending pathways seems to consume the essentially limited range of cognitive resources of working memory. Consequently, there are no cognitive resources for access to meaning. We conjectured that the lateness of converting graphemes into phonemes, as we have seen in this study, indicates that serial processing and preferential use of the phonological route and the ascending path do not contribute to parallel processing and comprehension.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/11505
10.17058/signo.v43i77.11505
url https://online.unisc.br/seer/index.php/signo/article/view/11505
identifier_str_mv 10.17058/signo.v43i77.11505
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/11505/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Signo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Signo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 43 n. 77 (2018); 43-52
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
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