Método de alfabetização e compreensão textual: análise das possíveis inter-relações

Abstract

The goal of this research was to verify the existence of differences in reading comprehension, both in Phonic Method and Global Method learners, to understand the microstructure and macrostructure formations in children alphabetized by the distinct methods and to measure the contribution of the used literacy method to the development of inference. Methods: The participants, 40 students, were divided in two groups of 20: the first was alphabetized by the Phonic Method; the second, by the Global one. In order to evaluate both samples, the PROCOMLE (Protocolo de Avaliação da Compreensão de Leitura), which stands for Reading Comprehension valuation Protocol, was used. Results: The performance in the tests of Macrostructure Inferential, Total Inferential and Total/Total showed significance, being the Phonic Method’s sample’s performance superior to the one of the Global Method. Conclusion: It was possible to verify that the learners alphabetized by the Phonic Method were able to come out with a greater number of inferences in the text, which leaded them to a better comprehension of it.