Abstract

MOUSINHO, Renata  and  CORREA, Jane. Interrelationship between phonological processing and reading comprehension in the 2^nd to 4^th grade of elementary school: a longitudinal study. Rev. psicopedag. [online]. 2010, vol.27, n.82, pp.27-35. ISSN 0103-8486.

INTRODUCTION: The relationship between language and cognitive skills of phonological processing for reading comprehension is examined in 2^nd, 3^rd and 4^th grades. METHODS: Forty five children were interviewed individually during 3 consecutive years at the beginning of the school year, for the assessment of reading comprehension and each of the phonological processing: phonological awareness, working memory and rapid automatized naming. RESULTS: All phonological processing skills correlated significantly with reading comprehension at the beginning of the process of school literacy. At this stage, reading comprehension seems to depends on the automaticity in reading, which needs to be precise, fast and fluent. CONCLUSION: Working memory and syllabic awareness correlated with reading comprehension in all grades studied, suggesting the importance of phonological processing skills to the dynamic integration of the text during the act of reading.

Keywords : Reading; Comprehension; Language development.

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