Resumo

CUADRO, Ariel  e  BALBI. Socioeconomic differences and reading: keys to analyze the results of PISA assessments. Neuropsicologia Latinoamericana [online]. 2012, vol.4, n.spe, pp. 57-64. ISSN 2075-9479.  http://dx.doi.org/10.5579/rnl.2012.0093.

International evaluations on reading comprehension in Uruguay inform that 42% of its 15 year old pupils doesn`t reach the threshold for minimum competence. At the same time they establish that socio-educational level (SEL) accounts for significant differences in the aforementioned ability. Based on a sample of 507 school-aged participants of high, medium and low SEL we found significant differences according to SEL in each of the evaluated components of reading: microstructure, macrostructure and word recognition. These differences persisted in all three primary school grades, and the low SEL group integrated 84% of those participants with a simultaneous deficiency on all components mentioned. These results suggest that the specific mechanisms for the acquisition of reading - from the initial stages to its consolidation at the end of primary school - are also affected by these differences, as are the competences implied in the comprehension of texts.

Palavras-chave : Reading; Comprehension; Decodification; Assessment.

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