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Abstract(s)
A compreensão leitora afigura-se, na atualidade, como sendo essencial à sobrevivência social do indivíduo. Aquele que não possui capacidades de compreensão leitora pode considerar-se um analfabeto, na medida em que não consegue apreender o significado daquilo que lê. Esta dificuldade impedi-lo-á, com certeza, de exercer plenamente a sua cidadania, limitando-o em termos de acesso às oportunidades.
Assim, torna-se premente desenvolver, desde muito cedo, hábitos de leitura que permitam desenvolver, por sua vez, as competências subjacentes ao ato de ler, sendo importante que as famílias, como primeira “escola” das crianças, adotem comportamentos de incentivo à leitura.
Neste estudo pretende-se analisar de que forma as variáveis pessoais (sexo, idade e sucesso académico) e familiares (habilitações literárias dos pais, nível socioeconómico e interesse dos pais face à leitura) influenciam a pontuação total da prova de compreensão leitora (ACL) numa amostra de 90 alunos do 1.º CEB, do 2.º ao 4.º ano de escolaridade. Para caraterizar a amostra foi aplicado o Questionário sociodemográfico construído para este estudo e para avaliar a compreensão leitora dos alunos do 1.º ciclo foram aplicadas as Provas de compreensão leitora (Mendonça, 2008). Esperaram-se como resultados uma relação entre as variáveis pessoais e familiares e a compreensão leitora.
O principal resultado mostram que os alunos do 2.º ano do 1.º CEB que obtiveram notas “Excelente” (n=21) são superiores na pontuação de compreensão leitora comparando com os alunos que tiveram “Satisfaz Bastante” (n=14) e “Satisfaz (n=7).
Nowadays, the reading comprehension appears essential to the social survival of the individual. Those without reading comprehension skills can be considered illiterate, as they fail grasp the meaning of what they read. This difficulty will, surely, prevent them to fully exercise their citizenship, creating limits in terms of access to opportunities. Thus, it becomes urgent to develop at a very early stage reading habits, in order to acquire reading skills. It is also important that families, as the first "school" of children, should adopt behaviors to encourage reading. This study aims to examine how personal (gender, age and academic achievement) and family variables (parents'qualifications , socioeconomic status and parental interest in reading) influence the total score of the reading comprehension test (ACL) in a sample of 90 students from the 1st CEB, 2nd to 4th school year. To characterize the sample a sociodemographic questionnaire constructed for this study was used and to assess the reading comprehension of students from the first schooling cycle was used the Reading Comprehension Test (Mendonça, 2008). Expected results were a relationship between the personal and family variables and reading comprehension. The main result show that students of the 2nd year who obtained an overall mark of “Excellent” (n=21) pointed higher in reading comprehension compared with those who obtained “Very satisfy” (n=14) and “Satisfy” (n=7).
Nowadays, the reading comprehension appears essential to the social survival of the individual. Those without reading comprehension skills can be considered illiterate, as they fail grasp the meaning of what they read. This difficulty will, surely, prevent them to fully exercise their citizenship, creating limits in terms of access to opportunities. Thus, it becomes urgent to develop at a very early stage reading habits, in order to acquire reading skills. It is also important that families, as the first "school" of children, should adopt behaviors to encourage reading. This study aims to examine how personal (gender, age and academic achievement) and family variables (parents'qualifications , socioeconomic status and parental interest in reading) influence the total score of the reading comprehension test (ACL) in a sample of 90 students from the 1st CEB, 2nd to 4th school year. To characterize the sample a sociodemographic questionnaire constructed for this study was used and to assess the reading comprehension of students from the first schooling cycle was used the Reading Comprehension Test (Mendonça, 2008). Expected results were a relationship between the personal and family variables and reading comprehension. The main result show that students of the 2nd year who obtained an overall mark of “Excellent” (n=21) pointed higher in reading comprehension compared with those who obtained “Very satisfy” (n=14) and “Satisfy” (n=7).
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Keywords
Leitura Compreensão leitora Sucesso académico Reading Reading comprehension Academic success