Um estudo sobre compreensão leitora e estratégias metacognitivas de leitura no ensino fundamental

摘要

This study, situated in the interface between Language and Cognition, intends to verify how reading processing and comprehension occurs. Thus, the aim of the study is to analyze scores of reading comprehension, reading strategies and metacognitive awareness of these strategies during a reading task, performed by 15 students in the 5th grade of elementary school, as well as the correlations between these variables. The methodology adopted relies on the use of three instruments. The reading comprehension test consists in the ordering of paragraphs in a narrative text, enumerating them according to the events of story. This activity is performed in a virtual environment and, with the aid of a capture software, all movements made by the reader during the task are recorded. Following, the reading strategies collection is developed, which consists in a survey of the strategies used by the students. Immediately after the task completion, readers are asked to report their procedures while reading and this is the test of awareness of reading strategies. The results show a disparity in the level of comprehension of these participants. Although the correlation between performance in the understanding and the use of reading strategies is positive, the results seem to suggest that there is not a pattern to follow, since the participants in this study show varying behaviors regarding time and type of strategies used. The correlation between performance in the understanding and awareness of metacognitive strategies used also showed to be positive. According to these results, it can be suggested that the teaching of reading strategies can aid readers, students aged 10 to 11, in the process of reading comprehension of narrative texts.