Leitura compreensiva e estratégias de aprendizagem em estudantes dos anos finais do ensino fundamental

Abstract

This study aimed to characterize the level of reading comprehension and the use of learning strategies in elementary school students and to explore the relationship between reading comprehension and learning strategies. In addition, it sought to identify possible differences in the use of learning strategies depending on the students' level of reading comprehension. Attended 200 students of both sexes, aged between 11 and 16 years (M=13.31; SD=1.45), from the sixth to the ninth grade of elementary school at a public school in a city in the Recôncavo region of Bahia. The participants collectively responded to a text structured according to the Cloze technique and the Scale of Learning Strategies for Elementary School. It was found that the average score obtained by the students evaluated was 18.92 (SD=4.79) out of a total of 40 possible points in Cloze and 1.09 (SD=0.31) points out of a total of 2 in the Scale of Learning Strategies for Elementary School. In general, the researched sample presented a performance classified as instructional in reading, with a 47.3% use of the Cloze gaps. Regarding the Scale of Learning Strategies for Elementary School, the subscale 'Cognitive Strategies' had the highest average and 'Absence of Dysfunctional Metacognitive Strategies' the lowest. The correlations between the instruments used were null and the students classified in the Frustration and Independent reading levels did not differ in terms of the use of learning strategies.