Reading comprehension and academic performance in High School
Reading comprehension is a complex skill and it challenges many students. Investigations on this theme are still rare in High School, although fundamental, as the lack of mastery in reading comprehension compromises the adolescent's learning, making it difficult for him/her to ascend to Higher...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/49697 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/49697 |
| Access Level: | acceso abierto |
| Palabra clave: | compreensão leitora leitura desempenho acadêmico Ensino Médio reading comprehension reading academic performance High School comprensión lectora lectura rendimiento académico Escuela Secundaria |
| Sumario: | Reading comprehension is a complex skill and it challenges many students. Investigations on this theme are still rare in High School, although fundamental, as the lack of mastery in reading comprehension compromises the adolescent's learning, making it difficult for him/her to ascend to Higher Education. This study, based on Cognitive Psychology, aimed to investigate the relationship between reading comprehension (Cloze task) and academic performance (ENEM) in 80 students in the 12th grade of High School. This is a quantitative study, with descriptive and inferential data analysis. Significant and positive correlations (Spearman) were found, so that a better reading comprehension is related to a better academic performance. The educational implications suggest a broad look at this skill that requires multiple assessments, multilevel interventions, in addition to educational policies aimed at developing reading comprehension in High School. |
|---|