Resumo

MACHADO, Márcia di Santo de Melo  e  MALUF, Maria Regina. How reading comprehension evolves in elementary school students. Psicol. educ. [online]. 2019, n.49, pp. 57-66. ISSN 1414-6975.  http://dx.doi.org/10.5935/2175-3520.20190019.

Studies based on Cognitive Psychology contribute to the understanding of the cognitive and the linguistic processes involved in reading learning. English language researches on reading comprehension are numerous, however we still have little evidence on this issue in more transparent languages, such as Brazilian Portuguese. The goal of this research was to verify how reading comprehension evolves in a group of 2nd, 3rd and 4th grades students from an elementary private school located in the city of Santo André, in the state of São Paulo. 98 students from 7 to 9 years old took part of this study. Words, sentences and texts comprehension measurement instruments were used. It was used average, standard deviation, T-student, ANOVA and Tukey. The results showed the students' development from 2^nd to 4^th grade on sentences comprehension, while text comprehension evolves from 2^nd to 3^rd grade, but not from 3^rd to 4^th. Girls understand text better than boys in 2nd and 3rd grades, but not in 4th grade. Further researches are recommended.

Palavras-chave : Cognitive psychology; Reading comprehension; Elementary school.

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