Resumo

GONZALEZ-MORENO, Claudia Ximena  e  SOLOVIEVA, Yulia. An intervention program based on cultural-historical psychology for the development of reading comprehension in school-age children. Neuropsicologia Latinoamericana [online]. 2024, vol.16, n.3, pp.46-59.  Epub 05-Dez-2025. ISSN 2075-9479.  https://doi.org/10.5579/rnl.2024.0843.

The objective of this research is to develop reading comprehension strategies in a group of 3 fifth grade school-aged children with difficulties in reading comprehension (impairment of the understanding of sentences with a complex logical-grammatical structure due to the constant loss of the objective of the activity) and low cognitive motivation. A pre-test and post-test evaluation was carried out after the application of the intervention. The intervention program was based on the formation of the zone of proximal development, the guiding basis of action, the formation of mental actions in stages and the gradual formation of brain mechanisms identified with weaknesses through shared reading activities in which used and analyzed language. The results show that the activity regulation strategies used by the children for reading comprehension after the intervention were: they identify the objective in the text considering its structure, they use graphic representations to organize and classify the information, they reread some sections, take notes, underline important words and ideas. Regarding the strategy that involves cognitive motivation after the intervention, the dialogic conversation with other readers, establishing relationships between the texts, stood out. It is concluded that both the activity regulation strategies and the strategies that involve cognitive motivation favor the interaction between the reader and the text and the relationship between the reader and other readers due to the emotional content that the texts generate in the dialogic interaction.

Palavras-chave : reading; reading comprehension; school age; child development; personality development.

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