Reading processes of public and private middle school and high school students

Adriana Marques de Oliveira, Jair Lício Ferreira Santos, Simone Aparecida Capellini
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Abstract

Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education.
公立和私立初中和高中学生的阅读过程
阅读问题已被广泛讨论,这主要是由于国际上公布的学童成绩测试结果。在识字方面产生的差距阻碍了阅读所需的基本技能的发展,这将对从小学到高中的教学过程产生负面影响。本研究旨在通过巴西阅读过程测试--PROLEC-SE-R,比较公立学校和私立学校学生的阅读成绩。横向研究。对 436 名学生进行了巴西版 PROLEC-SE-R 测试:221 名来自公立学校(G1 六年级,n = 30;G2 七年级,n = 33;G3 八年级,n = 35;G4 九年级,n = 31;G5 一年级,n = 32;G6 二年级,n = 30;e 215 所私立学校(G8 6 年级,n = 31;G9 7 年级,n = 31;G10 8 年级,n = 30;G11 9 年级,n = 31;G12 1 年级,n = 30;G13 2 年级,n = 31;G14 3 年级,n = 31)。使用了描述性和双变量分析工具。私立学校学生在拼写测试中的优异成绩有助于他们的阅读,这一点可以从他们的句法和语义过程得分中得到证明。当需要了解单词在文本中的用法、意义提取及其理解时,研究对象在获取心理词典方面的困难就显而易见了。PROLEC-SE-R 除了确定小学和高中学生的阅读概况外,还表明公立和私立教育在扫盲阶段存在的教与学的差距,伴随着学生的整个基础教育周期。了解学生的阅读情况以及在哪个过程中出现了偏差非常重要,这样就可以在整个学校教育过程中,特别是在中小学教育中,推广具体的教学策略。
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