Bueno Gabriela Juliane, Carvalho Carolina Alves Ferreira, Ávila Clara Regina Brandão de
Departamento de Fonoaudiologia, Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.
Codas. 2017 Jun 8;29(3):e20160044. doi: 10.1590/2317-1782/20172016044.
To investigate the capacity for self-monitoring reading comprehension in Brazilian Elementary School students.
Fifty-three Elementary students in the 5th and 9th grades from two Public Schools in the city of São Paulo were assessed. They were selected based on their oral reading rate and grouped according to their performance in reading comprehension in the following categories: Group with best comprehension: students with adequate rate and accuracy, without difficulties in reading comprehension; Group with worst comprehension: students with adequate rate and accuracy but with difficulties in reading comprehension. Two narrative texts followed by eight questions to assess reading comprehension were presented. Two sentences and two words were replaced by ungrammatical elements and pseudo-words. Under the condition of spontaneous monitoring, students read the text aloud and answered the questions. The analysis considered the calculation of hesitation, self-correction, repetitions and mistakes. Under the condition of directed monitoring, students were instructed to read the text, either aloud or silently, after being told that certain parts of the text could not make sense, and they were oriented to underline such parts. The analysis was carried out by counting of underlined items. The comparisons were made with the Mann-Whitney test.
A difference was observed between the groups only at the sentence level among the 9th grade schoolchildren under the spontaneous monitoring and among the 5th grade schoolchildren under directed monitoring.
Students with worst comprehension had a poorer performance to monitor the presence of ungrammatical sentences than their peers with best comprehension.
调查巴西小学生自我监测阅读理解的能力。
对圣保罗市两所公立学校的53名五年级和九年级小学生进行了评估。根据他们的口头阅读速度进行选择，并根据他们在阅读理解方面的表现分为以下几类：理解能力最佳组：阅读速度和准确性适当，阅读理解无困难的学生；理解能力最差组：阅读速度和准确性适当但阅读理解有困难的学生。呈现两篇记叙文文本，随后有八个问题用于评估阅读理解。两个句子和两个单词被不符合语法的元素和假词所取代。在自发监测的条件下，学生大声朗读文本并回答问题。分析考虑了犹豫、自我纠正、重复和错误的计算。在定向监测的条件下，在告知学生文本的某些部分可能没有意义后，指导他们大声或默读文本，并引导他们划出这些部分。通过计算划线项目进行分析。采用曼-惠特尼检验进行比较。
仅在自发监测下的九年级学生和定向监测下的五年级学生中，在句子层面观察到两组之间存在差异。
理解能力最差的学生在监测不符合语法的句子方面的表现比理解能力最佳的同龄人更差。
