Resumo

CAPOVILLA, Alessandra Gotuzo Seabra  e  DIAS, Natália Martins. Development of reading strategies in elementary school and relationship to school performance. Psicol. rev. (Belo Horizonte) [online]. 2007, vol.13, n.2, pp.363-382. ISSN 1677-1168.

There are three strategies for read written words - logographic, alphabetical and orthographic strategy. This study’s aim was verify these reading strategies development in children from 1st to 4th levels of elementary school, verifying also the relation with school grades. It was assessed 438 children of a public school of the SP state in the Reading Competence Test of Words and Pseudowords (RCT), which is enabling to identify the reading strategies. Analyses showed increase of the total score from 1st through 3rd level, with predominance of the logographic strategy in the 1st level, development of the orthographic and alphabetical strategies in the 2nd and 3rd levels and better establishment of the orthographic strategy in the 4th level. Pearson correlations between TCLPP scores and school grades identified diverse significant correlations, and the strategies more related to grades changed from logographic to orthographic ones.

Palavras-chave : Reading strategies; Literacy; Written language.

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