Nicolielo-Carrilho Ana Paola, Hage Simone Rocha de Vasconcellos
Universidade de São Paulo - USP - Bauru (SP), Brasil.
Codas. 2017 May 15;29(3):e20160091. doi: 10.1590/2317-1782/20172016091.
to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension.
the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%.
across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive.
children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.
检查学习障碍儿童元认知阅读策略的使用情况，并确定其使用与文本理解之间是否存在关联。
该研究对30名年龄在8至12岁的儿童进行，男女皆有，分为实验组（EG）——15名学习障碍儿童；以及对照组（CG）——15名无残疾儿童。所有儿童均接受阅读策略量表和Prolec文本理解子测试。样本以均值、中位数、最小值和最大值进行描述。使用曼-惠特尼检验在两组之间进行比较分析。通过斯皮尔曼相关分析验证变量之间的相关程度。显著性水平设定为5%。
在量表的总分方面，实验组在所有描述性指标上的表现均较低，与对照组相比有显著差异。实验组仅在整体策略方面的表现接近无阅读困难的儿童。元认知策略的使用与阅读理解之间的相关性为正。
与无学习障碍的儿童相比，学习障碍儿童在元认知阅读策略的使用上存在缺陷。阅读策略表现越好，文本理解就越好，反之亦然，这表明元认知阅读技能有助于阅读理解。
