Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships

Detalhes bibliográficos
Autor(a) principal: Trassi,Angélica Polvani
Data de Publicação: 2019
Outros Autores: Oliveira,Katya Luciane de, Inácio,Amanda Lays Monteiro
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psico-USF (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400615
Resumo: Abstract This article aimed to analyze the level of reading comprehension in elementary school students; to verify differences between school years for the Cloze test; investigate possible relationships between reading comprehension, learning strategies and verbal reasoning, and verifying whether verbal reasoning can predict the other variables. The participants were 470 students from grades 2 to 9 from the public network of a city in the north of Paraná, who answered the Cloze test and the Assessment Scale of Learning Strategies. Of the total sample, 45 students were selected to respond to the Wechsler Scale Verbal Scale of Abbreviated Intelligence. The sample presented a level of independent reading comprehension, and significant differences were found among students of the 2nd, 3rd and 4th years in comparison to the other school years. Statistically significant and positive correlations were obtained between the constructs, and the verbal reasoning showed to predict the other variables.
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spelling Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationshipsreading comprehensionlearning strategiesverbal reasoningelementary schoolAbstract This article aimed to analyze the level of reading comprehension in elementary school students; to verify differences between school years for the Cloze test; investigate possible relationships between reading comprehension, learning strategies and verbal reasoning, and verifying whether verbal reasoning can predict the other variables. The participants were 470 students from grades 2 to 9 from the public network of a city in the north of Paraná, who answered the Cloze test and the Assessment Scale of Learning Strategies. Of the total sample, 45 students were selected to respond to the Wechsler Scale Verbal Scale of Abbreviated Intelligence. The sample presented a level of independent reading comprehension, and significant differences were found among students of the 2nd, 3rd and 4th years in comparison to the other school years. Statistically significant and positive correlations were obtained between the constructs, and the verbal reasoning showed to predict the other variables.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2019-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400615Psico-USF v.24 n.4 2019reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712019240401info:eu-repo/semantics/openAccessTrassi,Angélica PolvaniOliveira,Katya Luciane deInácio,Amanda Lays Monteiroeng2019-11-28T00:00:00Zoai:scielo:S1413-82712019000400615Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2019-11-28T00:00Psico-USF (Online) - Universidade São Francisco (USF)false
dc.title.none.fl_str_mv Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
title Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
spellingShingle Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
Trassi,Angélica Polvani
reading comprehension
learning strategies
verbal reasoning
elementary school
title_short Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
title_full Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
title_fullStr Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
title_full_unstemmed Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
title_sort Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
author Trassi,Angélica Polvani
author_facet Trassi,Angélica Polvani
Oliveira,Katya Luciane de
Inácio,Amanda Lays Monteiro
author_role author
author2 Oliveira,Katya Luciane de
Inácio,Amanda Lays Monteiro
author2_role author
author
dc.contributor.author.fl_str_mv Trassi,Angélica Polvani
Oliveira,Katya Luciane de
Inácio,Amanda Lays Monteiro
dc.subject.por.fl_str_mv reading comprehension
learning strategies
verbal reasoning
elementary school
topic reading comprehension
learning strategies
verbal reasoning
elementary school
description Abstract This article aimed to analyze the level of reading comprehension in elementary school students; to verify differences between school years for the Cloze test; investigate possible relationships between reading comprehension, learning strategies and verbal reasoning, and verifying whether verbal reasoning can predict the other variables. The participants were 470 students from grades 2 to 9 from the public network of a city in the north of Paraná, who answered the Cloze test and the Assessment Scale of Learning Strategies. Of the total sample, 45 students were selected to respond to the Wechsler Scale Verbal Scale of Abbreviated Intelligence. The sample presented a level of independent reading comprehension, and significant differences were found among students of the 2nd, 3rd and 4th years in comparison to the other school years. Statistically significant and positive correlations were obtained between the constructs, and the verbal reasoning showed to predict the other variables.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400615
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400615
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1413-82712019240401
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
dc.source.none.fl_str_mv Psico-USF v.24 n.4 2019
reponame:Psico-USF (Online)
instname:Universidade São Francisco (USF)
instacron:USF
instname_str Universidade São Francisco (USF)
instacron_str USF
institution USF
reponame_str Psico-USF (Online)
collection Psico-USF (Online)
repository.name.fl_str_mv Psico-USF (Online) - Universidade São Francisco (USF)
repository.mail.fl_str_mv edusf@saofrancisco.edu.br
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