Habilidades de leitura em escolares de 2ª e 3ª séries do ensino fundamental: abordagem cognitiva

Abstract

Reading is the path to a great variety of information. The inability to learn how to read in the first school years keeps the child away from the educational progress in other areas of school curriculum. The knowledge of acquisition and development of reading abilities in children favors the understanding of learning difficulties. This research was done aiming to investigate and compare the elementary school 2nd and 3rd grades children’s performance in reading single words, as well as analyze the strategy used by these children in reading. There were 53 children evaluated, 24 from 2nd grade and 29 from 3rd grade, being 28 male and 25 female with average age between 8 and 10 years old. All children from the sample were submitted to single word reading evaluation proposed by Salles (2001). At the end of the research, the analysis of the obtained results allowed, among other conclusions, the following: the single word reading evaluation permitted to analyze the reading accuracy and the characteristics of the use of reading routes in the evaluated children; in the studied sample, despite the preponderance of using the phonologicic route in the reading task some evidences of using the lexical route were found that’s why both word reading routes were considered functional in the evaluated children and the results found are in agreement with the indications found in the consulted literature and characterize the typical reading development in early grades.