Resumo

INCHAUSTI DE JOU, Graciela  e  SPERB, Tânia Mara. Comprehensive reading: an intervention study. Interam. j. psychol. [online]. 2009, vol.43, n.1, pp. 12-21. ISSN 0034-9690.

The aim of this study was to evaluate an intervention program and to analyze reading comprehension as a problem-solving situation. It was emphasized the interaction between cognitive and metacognitive strategies and text structure along the reading process. The intervention program was carried out with 89 fifth grader students of public school. Through this program the students developed specific cognitive and metacognitive strategies for reading. Besides they learned about the superstructure (narrative, expositive) and the macrostructure (main idea) of the texts. The results revealed that the experimental group benefited from the intervention program concerning the majority of the variables used in the study.

Palavras-chave : Comprehensive reading; Text structures; Metacognition; Instructional psychology.

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