Literal and inferential comprehension in Fundamental Education students
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
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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Signo (Santa Cruz do Sul. Online) |
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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 |