Paragraph structure in reading comprehension: an exploratory study
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/14349 |
Resumo: | This paper investigates the role of paragraph structure in the reading comprehension process. Reading a text is an integrative process, in which information processed at a lower level is progressively integrated with information processed at a later level (KINTSCH; RAWSON, 2013). Understanding of a level is required for understanding of the subsequent level to occur. The levels are organized into textual units, ranging from the sentence to the whole text, including the paragraph. In the study of text comprehension, therefore, it is necessary to determine how information from one level is extracted, as well as how it is integrated to the next level, during the processing of textual units. Thus, The research question addressed here is how the paragraph arrangement, assumed here as a textual unit, affects the overall comprehension of the text (KINTSCH; VAN DIJK, 1978). On the other hand, individual differences also affect both text processing and comprehension, since readers are able to recognize the underlying structure of the text and the textual units, using them as a strategy for extracting information. Therefore, another research question is how different reader profiles deals with the way of the text and and its units are organized (KIERAS, 1978). The present work aimed to evaluate the role of paragraph structuring in reading comprehension, identify different reader profiles and how they deal with (good / bad) textual organization. By using a self-paced reading experiment, we sought to categorize the subjects in order to extract the different reader profiles. The results point to a decisive role of the textual structure in processing, being the ability to process this structure directly linked to the individual skills of the readers. |
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Paragraph structure in reading comprehension: an exploratory studyA estrutura do parágrafo na compreensão leitora: um estudo exploratórioReadingprocessingreading comprehension.Leituraprocessamentocompreensão leitora.This paper investigates the role of paragraph structure in the reading comprehension process. Reading a text is an integrative process, in which information processed at a lower level is progressively integrated with information processed at a later level (KINTSCH; RAWSON, 2013). Understanding of a level is required for understanding of the subsequent level to occur. The levels are organized into textual units, ranging from the sentence to the whole text, including the paragraph. In the study of text comprehension, therefore, it is necessary to determine how information from one level is extracted, as well as how it is integrated to the next level, during the processing of textual units. Thus, The research question addressed here is how the paragraph arrangement, assumed here as a textual unit, affects the overall comprehension of the text (KINTSCH; VAN DIJK, 1978). On the other hand, individual differences also affect both text processing and comprehension, since readers are able to recognize the underlying structure of the text and the textual units, using them as a strategy for extracting information. Therefore, another research question is how different reader profiles deals with the way of the text and and its units are organized (KIERAS, 1978). The present work aimed to evaluate the role of paragraph structuring in reading comprehension, identify different reader profiles and how they deal with (good / bad) textual organization. By using a self-paced reading experiment, we sought to categorize the subjects in order to extract the different reader profiles. The results point to a decisive role of the textual structure in processing, being the ability to process this structure directly linked to the individual skills of the readers.O presente trabalho investiga o papel da estrutura do parágrafo no processo de compreensão leitora. A leitura de um texto é um processo integrativo, no qual as informações processadas em um nível inferior vão sendo progressivamente integradas às informações processadas no nível posterior (KINTSCH; RAWSON, 2013). A compreensão de um nível é requerida para que a compreensão do nível subsequente ocorra. Os níveis se organizam em unidades textuais, que vão da palavra ao texto como um todo, passando pelo parágrafo. No estudo sobre a compreensão de textos é necessário, portanto, que se determine como as informações de um nível são extraídas, bem como são integradas ao nível seguinte, durante o processamento das unidades textuais. A questão de pesquisa aqui endereçada é, assim, a de se saber de que forma a organização do parágrafo, assumido aqui como uma unidade textual, afeta a compreensão global do texto (KINTSCH; VAN DIJK, 1978). Por outro lado, diferenças individuais também afetam o processamento e a compreensão do texto, na medida em que leitores sejam capazes de reconhecer a estrutura subjacente ao texto e às unidades textuais, usando-a como estratégia para extração de informações. Assim, outra questão de pesquisa é saber de que forma diferentes perfis de leitores reagem ao modo de estruturação do texto e de suas unidades (KIERAS, 1978). O presente trabalho teve como objetivos avaliar o papel da estruturação do parágrafo na compreensão leitora, identificar diferentes perfis leitores e como eles reagem diante da (boa/má) organização textual. Por meio de um experimento de leitura automonitorada (self-paced reading), procurou-se categorizar os sujeitos, de modo a extrair os diferentes perfis leitores. Os resultados apontam para um papel decisivo da estrutura textual no processamento, estando a habilidade em processar essa estrutura diretamente ligada às habilidades individuais dos leitores.Edunisc2020-01-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1434910.17058/signo.v45i82.14349Signo; v. 45 n. 82 (2020); 136-1491982-2014reponame: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/14349/pdfCopyright (c) 2020 Signoinfo:eu-repo/semantics/openAccessNeto, José Ferrari2020-04-30T18:13:09Zoai:ojs.online.unisc.br:article/14349Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2020-04-30T18:13:09Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Paragraph structure in reading comprehension: an exploratory study A estrutura do parágrafo na compreensão leitora: um estudo exploratório |
title |
Paragraph structure in reading comprehension: an exploratory study |
spellingShingle |
Paragraph structure in reading comprehension: an exploratory study Neto, José Ferrari Reading processing reading comprehension. Leitura processamento compreensão leitora. |
title_short |
Paragraph structure in reading comprehension: an exploratory study |
title_full |
Paragraph structure in reading comprehension: an exploratory study |
title_fullStr |
Paragraph structure in reading comprehension: an exploratory study |
title_full_unstemmed |
Paragraph structure in reading comprehension: an exploratory study |
title_sort |
Paragraph structure in reading comprehension: an exploratory study |
author |
Neto, José Ferrari |
author_facet |
Neto, José Ferrari |
author_role |
author |
dc.contributor.author.fl_str_mv |
Neto, José Ferrari |
dc.subject.por.fl_str_mv |
Reading processing reading comprehension. Leitura processamento compreensão leitora. |
topic |
Reading processing reading comprehension. Leitura processamento compreensão leitora. |
description |
This paper investigates the role of paragraph structure in the reading comprehension process. Reading a text is an integrative process, in which information processed at a lower level is progressively integrated with information processed at a later level (KINTSCH; RAWSON, 2013). Understanding of a level is required for understanding of the subsequent level to occur. The levels are organized into textual units, ranging from the sentence to the whole text, including the paragraph. In the study of text comprehension, therefore, it is necessary to determine how information from one level is extracted, as well as how it is integrated to the next level, during the processing of textual units. Thus, The research question addressed here is how the paragraph arrangement, assumed here as a textual unit, affects the overall comprehension of the text (KINTSCH; VAN DIJK, 1978). On the other hand, individual differences also affect both text processing and comprehension, since readers are able to recognize the underlying structure of the text and the textual units, using them as a strategy for extracting information. Therefore, another research question is how different reader profiles deals with the way of the text and and its units are organized (KIERAS, 1978). The present work aimed to evaluate the role of paragraph structuring in reading comprehension, identify different reader profiles and how they deal with (good / bad) textual organization. By using a self-paced reading experiment, we sought to categorize the subjects in order to extract the different reader profiles. The results point to a decisive role of the textual structure in processing, being the ability to process this structure directly linked to the individual skills of the readers. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-06 |
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://online.unisc.br/seer/index.php/signo/article/view/14349 10.17058/signo.v45i82.14349 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/14349 |
identifier_str_mv |
10.17058/signo.v45i82.14349 |
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/14349/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Signo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 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. 45 n. 82 (2020); 136-149 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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1787894846446370816 |