A compreensão leitora, o contexto social e o sucesso académico

: um estudo transversal no 1º ciclo do ensino básico

Abstract

Nowadays, the reading comprehension appears essential to the social survival of the individual. Those without reading comprehension skills can be considered illiterate, as they fail grasp the meaning of what they read. This difficulty will, surely, prevent them to fully exercise their citizenship, creating limits in terms of access to opportunities. Thus, it becomes urgent to develop at a very early stage reading habits, in order to acquire reading skills. It is also important that families, as the first "school" of children, should adopt behaviors to encourage reading. This study aims to examine how personal (gender, age and academic achievement) and family variables (parents'qualifications , socioeconomic status and parental interest in reading) influence the total score of the reading comprehension test (ACL) in a sample of 90 students from the 1st CEB, 2nd to 4th school year. To characterize the sample a sociodemographic questionnaire constructed for this study was used and to assess the reading comprehension of students from the first schooling cycle was used the Reading Comprehension Test (Mendonça, 2008). Expected results were a relationship between the personal and family variables and reading comprehension. The main result show that students of the 2nd year who obtained an overall mark of “Excellent” (n=21) pointed higher in reading comprehension compared with those who obtained “Very satisfy” (n=14) and “Satisfy” (n=7).

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ângela Azevedo (Supervisor)