Literal and inferential comprehension in Fundamental Education students

Detalhes bibliográficos
Autor(a) principal: Baretta, Danielle
Data de Publicação: 2018
Outros Autores: Wannmacher Pereira, Vera
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/11533
Resumo: Based on psycholinguistic foundations, the present article deals with reading with a focus on the comprehension of literal and inferential information. For that, a research was carried out involving students of the 6th and 7th years of elementary school in a federal public school in the city of Porto Alegre. The reading comprehension was evaluated by a questionnaire containing six open questions, three literals and three inferences. The task was carried out based on the reading of a literary narrative text. The results showed that the inferential questions were more difficult than the literal questions for both the 6th and 7th grade students, suggesting that inferences are a complex task for students at the levels of schooling investigated. The data revealed that there were significant differences between the two groups of participants regarding the establishment of inferences, indicating that this ability evolves with school progression. In addition, as the results show, the type of inference and how literal information is presented in the text also influences comprehension.
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spelling Literal and inferential comprehension in Fundamental Education studentsCompreensão literal e inferencial em alunos do ensino fundamentalcompreensão leitorainformações literaisinformações inferenciaisEnsino Fundamental.reading comprehensionliteral informationinferential informationElementary School.Based on psycholinguistic foundations, the present article deals with reading with a focus on the comprehension of literal and inferential information. For that, a research was carried out involving students of the 6th and 7th years of elementary school in a federal public school in the city of Porto Alegre. The reading comprehension was evaluated by a questionnaire containing six open questions, three literals and three inferences. The task was carried out based on the reading of a literary narrative text. The results showed that the inferential questions were more difficult than the literal questions for both the 6th and 7th grade students, suggesting that inferences are a complex task for students at the levels of schooling investigated. The data revealed that there were significant differences between the two groups of participants regarding the establishment of inferences, indicating that this ability evolves with school progression. In addition, as the results show, the type of inference and how literal information is presented in the text also influences comprehension.Apoiado em fundamentos psicolinguísticos, o presente artigo trata sobre a leitura com foco na compreensão de informações literais e inferenciais. Para tanto, foi realizada uma pesquisa envolvendo alunos do 6º e 7º anos do Ensino Fundamental de uma escola pública federal da cidade de Porto Alegre. A compreensão da leitura foi avaliada por meio de um questionário contendo seis perguntas abertas, sendo três literais e três inferenciais. A tarefa foi realizada com base na leitura de um texto narrativo literário. Os resultados demonstraram que as perguntas inferenciais foram mais difíceis do que as perguntas literais tanto para os alunos do 6º quanto do 7º ano, sugerindo que realizar inferências é uma tarefa complexa para alunos nos níveis de escolaridade investigados. Os dados revelaram haver diferenças significativas entre os dois grupos de participantes com relação ao estabelecimento de inferências, indicando que esta capacidade evolui com a progressão escolar. Além disso, conforme mostram os resultados, o tipo de inferência e o modo como a informação literal é apresentada no texto também influencia na compreensão.Edunisc2018-05-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1153310.17058/signo.v43i77.11533Signo; v. 43 n. 77 (2018); 53-611982-2014reponame: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/11533/pdfCopyright (c) 2018 Signoinfo:eu-repo/semantics/openAccessBaretta, DanielleWannmacher Pereira, Vera2018-11-29T18:41:41Zoai:ojs.online.unisc.br:article/11533Revistahttp://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 Literal and inferential comprehension in Fundamental Education students
Compreensão literal e inferencial em alunos do ensino fundamental
title Literal and inferential comprehension in Fundamental Education students
spellingShingle Literal and inferential comprehension in Fundamental Education students
Baretta, Danielle
compreensão leitora
informações literais
informações inferenciais
Ensino Fundamental.
reading comprehension
literal information
inferential information
Elementary School.
title_short Literal and inferential comprehension in Fundamental Education students
title_full Literal and inferential comprehension in Fundamental Education students
title_fullStr Literal and inferential comprehension in Fundamental Education students
title_full_unstemmed Literal and inferential comprehension in Fundamental Education students
title_sort Literal and inferential comprehension in Fundamental Education students
author Baretta, Danielle
author_facet Baretta, Danielle
Wannmacher Pereira, Vera
author_role author
author2 Wannmacher Pereira, Vera
author2_role author
dc.contributor.author.fl_str_mv Baretta, Danielle
Wannmacher Pereira, Vera
dc.subject.por.fl_str_mv compreensão leitora
informações literais
informações inferenciais
Ensino Fundamental.
reading comprehension
literal information
inferential information
Elementary School.
topic compreensão leitora
informações literais
informações inferenciais
Ensino Fundamental.
reading comprehension
literal information
inferential information
Elementary School.
description Based on psycholinguistic foundations, the present article deals with reading with a focus on the comprehension of literal and inferential information. For that, a research was carried out involving students of the 6th and 7th years of elementary school in a federal public school in the city of Porto Alegre. The reading comprehension was evaluated by a questionnaire containing six open questions, three literals and three inferences. The task was carried out based on the reading of a literary narrative text. The results showed that the inferential questions were more difficult than the literal questions for both the 6th and 7th grade students, suggesting that inferences are a complex task for students at the levels of schooling investigated. The data revealed that there were significant differences between the two groups of participants regarding the establishment of inferences, indicating that this ability evolves with school progression. In addition, as the results show, the type of inference and how literal information is presented in the text also influences 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/11533
10.17058/signo.v43i77.11533
url https://online.unisc.br/seer/index.php/signo/article/view/11533
identifier_str_mv 10.17058/signo.v43i77.11533
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/11533/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); 53-61
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
_version_ 1800218791572930560

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