Resumo

FERRAZ, Adriana Satico; LIMA, Thatiana Helena de; HIGA, Adriana Setsumi  e  SANTOS, Acácia Aparecida Angeli dos. Dual Route in Reading and Reading Comprehension in Brazilian Portuguese. Estud. pesqui. psicol. [online]. 2021, vol.21, n.spe, pp. 1645-1664. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.64039.

The Dual Route Reading Model is relevant to both understanding the reading process and reading comprehension. This study aimed to investigate the contribution of phonological awareness (phonological route) and word recognition (lexical route) and the school year for the ability to read aloud single words and reading comprehension in Brazilian Portuguese. Participated 443 students from Elementary School (3rd to the 5th grade). The schools were public and are located in the five regions of Brazil. The instruments used were Cloze 1 and Cloze 2, School Performance Test Reading Test, Phonological Awareness Assessment Guide, and Word Recognition Scale. The results indicated that the explanatory value of mediating word recognition in the indirect predictive relationship of phonological awareness was greater for reading comprehension than for reading. The explanatory contribution of the mediation of word recognition in the predictive relationship of the school year presented similar values for reading and reading comprehension. It is possible to conclude that even with the control of the school year, both the phonological route and the lexical route predict reading and reading comprehension.

Palavras-chave : word recognition; phonological awareness; reading comprehension; elementary school; school year.

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