Resumo

PIRES, Marlene Antonia Brandão  e  MOTA, Marcia Maria Peruzzi Elia da. Reading Comprehension in High School and Academic Performance in Different School Subjects. Estud. pesqui. psicol. [online]. 2021, vol.21, n.2, pp. 572-589. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.61058.

The present study aimed to analyze whether high school students' Comprehension of Literary and Scientific Texts out of a sample of High School students is associated with the academic performance in subject matters not related to language specifically. Seventy-five high school students from a public school in the state of Rio de Janeiro participated in this research. The mean age was 17.07 years (SD = 0.74). Scientific reading comprehension was assessed with two small texts followed by multiple choice questions, the literally reading comprehension was followed by a Cloze test, overall score was assessed using Raven Progressive Matrices and the mean grade score from the students was a measure of their school performance. Regression analyzes showed that Reading Comprehension of Scientific Texts contributed to academic performance measured by the mean score of grades even after controlling for nonverbal intelligence. The results corroborate studies that point out the importance of text comprehension for academic success throughout the school cycle.

Palavras-chave : reading; reading comprehension; academic performance; scientific text comprehension; high school; reading difficulties.

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