A compreensão leitora e o processo inferencial em turmas do nono ano do ensino fundamental

Abstract

The low levels of reading comprehension among elementary and high school students in Brazil, especially in the State of Alagoas, have been divulgated by mass media in the last ten years, and this demands responsive attitudes from the university in form of studies and researches about the problem. In view of this, this work, which lays on the field of Reading and Cognition, had as objective to verify written text comprehension and inferential process among students of the ninth year, that is, the last year of elementary school, in six schools, three public schools and three private ones, during the second semester of 2012. The research is characterized as qualitative and interpretative, with a relevant quantitative contribution. In order to collect data about the students, the author used a questionnaire; in order to verify the levels of textual comprehension and attitudes towards reading other instruments, such as multiple choice comprehension test, cloze test and a post-reading questionnaire were respectively used. The theoretical foundation of the research comprised studies, researches and works from the cognitive and sociocognitive approach of reading such as Kleiman (1989, 1996, 2002), Kato (1990), Leffa (1996, 2012), Marcuschi (1985, 2008), Silveira (2005a), Coscarelli (2002), Pereira (2009), Machado (2010), Márcia Santos (2008), Santos (2009), Fiori (2008), among others. Data collected were submitted to analysis and permitted to conclude that, among 67 informant students from public schools, 56 presented a deficit in reading comprehension; in their turn, among 111 informant students from private schools, 38 presented such deficiency, especially in questions which demand previous knowledge activation to consolidate inferential strategies, which are essential for proficient reading.