Abstract

QUIRIN, Maria Abigail Aguilar; JUSTI, Francis Ricardo dos Reis  and  JUSTI, Cláudia Nascimento Guaraldo. School Engagement and Cognitive Predictors of Reading: a Longitudinal Study. Estud. pesqui. psicol. [online]. 2021, vol.21, n.spe, pp. 1604-1624. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.64037.

The present study investigated the relationship of cognitive predictors of reading and school engagement with reading ability. Seventy-four Brazilian Portuguese speaking children participated in this research. The children were from a public school and had, at the beginning of the study, 10 years old approximately. Morphological awareness, phonological awareness, phonological working memory, rapid automatized naming, intelligence, school engagement, and reading were evaluated in the participants in two moments: at the end of the 4th year of elementary school and in the middle of the 5th year of elementary school. The results of regression analysis showed that cognitive variables are the most important in predicting reading. A causal relationship between reading accuracy and phonological awareness and a reciprocal relationship between rapid serial naming and reading fluency were identified. Morphological awareness was important for reading comprehension, along with behavioral engagement. These results reinforce the importance of stimulating cognitive predictors of reading and school engagement throughout the entire process of learning to read.

Keywords : school engagement; phonological awareness; morphological awareness; rapid automatized naming; reading.

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