The student use of reading strategies in high schools

Detalhes bibliográficos
Autor(a) principal: Joly, Maria Cristina Rodrigues Azevedo
Data de Publicação: 2006
Outros Autores: Santos, Lílian Mendes dos, Marini, Janete Aparecida da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/6392
Resumo: This study aimed to verify the use of metacognitive reading strategies by high school students. The subjects, which 58.3% were female, were 487 high school students from public (55.7%) and private (44.3%) schools. The age was between 14 and 16 years old, with an average of 16.2 years and standard deviation of 1.27. The procedure consisted of the colective application of metacognitive reading strategies. The results showed that the most frequent strategies used by the subjects were the problem solution ones, especially during the reading. The females subjects (M=46.10; DP=12.42) used reading strategies more often than males (M=39.13; DP =13.94). There were significative statistical differences between subjects of 15 and 17 years when it came to the use of the metacoginitive strategies [F(7.48)=2.33; p
id USP-22_4b04ff58e7e644e6cc5287c086b36850
oai_identifier_str oai:revistas.usp.br:article/6392
network_acronym_str USP-22
network_name_str Paidéia (Ribeirão Preto. Online)
repository_id_str
spelling The student use of reading strategies in high schools Uso de estratégias de leitura por alunos do ensino médio AvaliaçãoMetacogniçãoEscalaAssessmentMetacognitionScale This study aimed to verify the use of metacognitive reading strategies by high school students. The subjects, which 58.3% were female, were 487 high school students from public (55.7%) and private (44.3%) schools. The age was between 14 and 16 years old, with an average of 16.2 years and standard deviation of 1.27. The procedure consisted of the colective application of metacognitive reading strategies. The results showed that the most frequent strategies used by the subjects were the problem solution ones, especially during the reading. The females subjects (M=46.10; DP=12.42) used reading strategies more often than males (M=39.13; DP =13.94). There were significative statistical differences between subjects of 15 and 17 years when it came to the use of the metacoginitive strategies [F(7.48)=2.33; p O presente estudo verificou o uso de estratégias metacognitivas de leitura por alunos do ensino médio. Participaram 487 alunos do ensino médio de escolas públicas, 55,7%, e particulares ,44,3%, sendo 58,3% do sexo feminino. A idade variou de 14 a 21 anos com média de 16,2 anos e desvio padrão de 1,27. O procedimento utilizado foi a aplicação coletiva por classe de uma escala de estratégias metacognitivas de leitura. Os resultados revelaram que as mais utilizadas pelos participantes foram as de solução de problemas, especialmente durante a leitura. Os participantes do sexo feminino (M=46,10; DP=12,42) demonstraram utilizar estratégias de leitura mais freqüentemente que os do masculino (M=39,13; DP=13,94). Houve diferenças estatisticamente significativas quanto ao uso de estratégias metacognitivas de leitura entre 15 e 17 anos [F(7,480)=2,33; pUniversidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2006-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/639210.1590/S0103-863X2006000200008Paidéia (Ribeirão Preto); v. 16 n. 34 (2006); 205-213 Paidéia (Ribeirão Preto); Vol. 16 No. 34 (2006); 205-213 Paidéia (Ribeirão Preto); Vol. 16 Núm. 34 (2006); 205-213 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6392/7863Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessJoly, Maria Cristina Rodrigues AzevedoSantos, Lílian Mendes dosMarini, Janete Aparecida da Silva2012-05-01T02:26:58Zoai:revistas.usp.br:article/6392Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-05-01T02:26:58Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv The student use of reading strategies in high schools
Uso de estratégias de leitura por alunos do ensino médio
title The student use of reading strategies in high schools
spellingShingle The student use of reading strategies in high schools
Joly, Maria Cristina Rodrigues Azevedo
Avaliação
Metacognição
Escala
Assessment
Metacognition
Scale
title_short The student use of reading strategies in high schools
title_full The student use of reading strategies in high schools
title_fullStr The student use of reading strategies in high schools
title_full_unstemmed The student use of reading strategies in high schools
title_sort The student use of reading strategies in high schools
author Joly, Maria Cristina Rodrigues Azevedo
author_facet Joly, Maria Cristina Rodrigues Azevedo
Santos, Lílian Mendes dos
Marini, Janete Aparecida da Silva
author_role author
author2 Santos, Lílian Mendes dos
Marini, Janete Aparecida da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Joly, Maria Cristina Rodrigues Azevedo
Santos, Lílian Mendes dos
Marini, Janete Aparecida da Silva
dc.subject.por.fl_str_mv Avaliação
Metacognição
Escala
Assessment
Metacognition
Scale
topic Avaliação
Metacognição
Escala
Assessment
Metacognition
Scale
description This study aimed to verify the use of metacognitive reading strategies by high school students. The subjects, which 58.3% were female, were 487 high school students from public (55.7%) and private (44.3%) schools. The age was between 14 and 16 years old, with an average of 16.2 years and standard deviation of 1.27. The procedure consisted of the colective application of metacognitive reading strategies. The results showed that the most frequent strategies used by the subjects were the problem solution ones, especially during the reading. The females subjects (M=46.10; DP=12.42) used reading strategies more often than males (M=39.13; DP =13.94). There were significative statistical differences between subjects of 15 and 17 years when it came to the use of the metacoginitive strategies [F(7.48)=2.33; p
publishDate 2006
dc.date.none.fl_str_mv 2006-08-01
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://www.revistas.usp.br/paideia/article/view/6392
10.1590/S0103-863X2006000200008
url https://www.revistas.usp.br/paideia/article/view/6392
identifier_str_mv 10.1590/S0103-863X2006000200008
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6392/7863
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 16 n. 34 (2006); 205-213
Paidéia (Ribeirão Preto); Vol. 16 No. 34 (2006); 205-213
Paidéia (Ribeirão Preto); Vol. 16 Núm. 34 (2006); 205-213
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
_version_ 1800221831124221952

Registros relacionados