Resumen

INACIO, Amanda Lays Monteiro; FERRAZ, Adriana Satico  y  SANTOS, Acácia Aparecida Angeli dos. Contributions from Educational Psychology to Reading Performance in Pisa. Psicol. Am. Lat. [online]. 2021, n.36, pp. 205-216. ISSN 1870-350X.

The ability to understand the content read is complex. It has implications for individuals' educational and social formation, depending on a series of socioeconomic, situational, motivational factors, among others. This reflective theoretical study outlines some possibilities of the contribution of Educational Psychology field to develop an understanding of reading from the discussion of researchers that investigated the antecedent aspects of performance in reading tests of the International Program for Student Assessment (PISA). It was evidenced that the socioeconomic and cultural aspects are notorious for school development, combined with teacher qualification, extracurricular activities, habits, and good environments for reading. Metacognitive strategies and the use of Information and Communication Technologies proved to be necessary. It is hoped that these reflections can expand the knowledge of professionals working in the psychoeducational area and encourage discussions and practices more consistent with reality.

Palabras clave : education; reading comprehension; PISA.

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