RELAÇÃO ENTRE A FUNÇÃO PRAGMÁTICA DA LINGUAGEM E COMPREENSÃO DE TEXTOS
AUTOR(ES)
Carolina Alves Ferreira De Carvalho
DATA DE PUBLICAÇÃO
2008
RESUMO
Objective: To investigate the performance of students from public and private schools using decode tests, reading comprehension and pragmatic language according to their grade and educational system, and the potential correlation between reading comprehension and the pragmatic function of language. Method: 160 students (59.0% of girls) from the 3rd to 6th grades of Ensino Fundamental (primary school) were screened and evaluated for word reading, pseudowords and text (decode), reading comprehension and pragmatic language Test of Pragmatic Language (TOPL). Results: In a general analysis of the speed and accuracy in reading tasks with word, pseudowords and text, the comparisons provided an evidence of a statistically significant difference (0.001; 0.001; 0.024; 0.006; 0.002; and 0.004, respectively), with better results displayed by private schools. Differences were found in the analysis of the grade variable. The evaluation of comprehension proved a better performance of answers to implicit questions and total of hits with students from private schools (0.002; 0.002, respectively). There was no significant difference between the educational systems regarding the pragmatic evaluation of language (raw score p value = 0.283). The performance in pragmatic function of language and the reading comprehension were significantly correlated, and most of the values obtained from the analysis ranged between 0.22 and 0.32. Conclusion: Students from the private schools had a better performance regarding speed and accuracy in the first grades and a better performance when answered questions related to implicit information in the text for the 5th and 6th grades, when compared against students from public schools. Students from private schools had better results of speed and accuracy while reading texts and isolated items, as well as comprehension when replying to implicit knowledge questions, when the grade was not took into account. Regarding the pragmatic function of language, the students did not present differences in the performance of the tasks that evaluated it, no matter their grade or the type of school. The statistical analyses indicated the presence of a correlation between that function and the performance in reading comprehension.
ASSUNTO(S)
ensino fonoaudiologia linguagem compreensão
