Chang Eliane Mi, Avila Clara Regina Brandão de
Department of Speech-Language Pathology and Audiology, Escola Paulista de Medicina, Universidade Federal de São Paulo, São Paulo, SP, Brazil.
Codas. 2014 Jul-Aug;26(4):276-85. doi: 10.1590/2317-1782/201420130069.
To characterize students' performance in Cycle I and II of the Elementary School (EF), in decoding, reading comprehension and underlying skills of reading, and investigate correlations between these variables, in the absence and presence of reading comprehension deficits, identified by their teachers.
125 students from ES were grouped according to Cycle and presence or absence of reading comprehension impairments. Two Control (good readers from both Cycles) and two Research groups (poor readers from both Cycles) were established. Assessment involved: fluency and reading comprehension; oral comprehension; working and short-term phonological memory; grammar closure. It was compared (Mann-Whitney test): in intragroup study, both Control and Research groups; in intergroup study, Control and Research from different cycles, and Control I and Research II. Spearman coefficient investigated correlations.
Analyzing reading comprehension, we observed better performance of Control Groups in all tasks in comparison to the respective Research Groups, and better performance of Control II in comparison to Control I. Research Groups had similar results in most tests. Positive correlations have been observed between most of the variables.
Students without reading comprehension impairments showed better performance in reading in both Cycles. Working memory and oral comprehension did not differentiate students with and without complaints in Cycle I, differently from what was observed in Cycle II. Research II presented similar or better performance than Research I and similar or worse performance than Control I. Underlying skills showed different profiles of correlation with reading comprehension capacity, according to the group.
描述小学生（EF）第一阶段和第二阶段在解码、阅读理解及阅读基础技能方面的表现，并调查这些变量之间的相关性，同时考虑教师认定的有无阅读理解缺陷的情况。
将125名来自小学的学生按阶段以及有无阅读理解障碍进行分组。设立了两个对照组（两个阶段的优秀阅读者）和两个研究组（两个阶段的阅读能力差的学生）。评估包括：流畅性和阅读理解；口语理解；工作记忆和短期语音记忆；语法填空。进行了比较（曼-惠特尼检验）：在组内研究中，对照组和研究组；在组间研究中，不同阶段的对照组和研究组，以及第一阶段对照组和第二阶段研究组。采用斯皮尔曼系数调查相关性。
分析阅读理解时，我们观察到，与各自的研究组相比，对照组在所有任务中的表现都更好，且第二阶段对照组比第一阶段对照组表现更好。研究组在大多数测试中的结果相似。大多数变量之间都观察到了正相关。
没有阅读理解障碍的学生在两个阶段的阅读表现都更好。工作记忆和口语理解在第一阶段并没有区分出有阅读问题和没有阅读问题的学生，这与在第二阶段观察到的情况不同。第二阶段研究组的表现与第一阶段研究组相似或更好，与第一阶段对照组相似或更差。根据分组情况，基础技能与阅读理解能力呈现出不同的相关模式。
