Relations between reading comprehension, reading procedures and previous knowledge, considering reading objectives
In this article the purpose is to report psycholinguistic research that examined the relations between reading comprehension, reading procedures (whole text/part of the text; reading/rereading; supporting parts) and previous knowledge, considering three reading objectives: produce summary (1); searc...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Maringá (UEM) |
| Repositorio: | Acta Scientiarum. Language and Culture (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.uem.br/ojs:article/41841 |
| Acesso em linha: | http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/41841 |
| Access Level: | acceso abierto |
| Palavra-chave: | reading reader text reading variables. leitura leitor texto variáveis da leitura. Psicolinguística Objetivos de leitura. |
| Resumo: | In this article the purpose is to report psycholinguistic research that examined the relations between reading comprehension, reading procedures (whole text/part of the text; reading/rereading; supporting parts) and previous knowledge, considering three reading objectives: produce summary (1); search for specific information (2); propose solutions to the problems exposed in the text (3). For this, first are exposed the fundamentals of objective of reading (Solé, 1998; Giasson, 2000), reading comprehension and processing (Kato, 1999; Smith, 2003; Scliar-Cabral, 2008) and previous knowledge (Kleiman, 2000; Ramos, 2001). After that, the research in its design is described – objectives; research questions; subjects (91 students of the 1st year of High School, three groups, one by objective); instruments (reading comprehension, reading procedures and previous knowledge); and procedures for data analysis. The results from the data collected and treated are also exposed: favoring comprehension by reading the full text in objectives 1, 2 and 3; text rereading collaboration for comprehension in objective 2 (inverse in objective 3); favoring comprehension in objective 1 by the support in several segments of the text (inverse in objectives 2 and 3). |
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