Dimensão cognitivo-textual da compreensão leitora

Abstract

In this research we assess the reading comprehension of individuals confronted with different forms of organization, content and textual context. Based on the theory of the cognitive processes of reading Kleiman (2004), in the definition of the characteristics of hypertext of Marcuschi (1999, 2001, 2005, 2007) and the Theory of Mental Spaces and Conceptual Integration of Fauconnier (1994, 1997, 1998 , 2002), we hypothesized that the hypertextual organization with its resources hypermedia influence the process of reading comprehension and produce different conceptual integration networks compared to the linear version. A second hypothesis is that reading in different content or nature ignites different models of understanding. To check whether the textual organization interferes with the reading processing, two experiments were produced. For each of them was built a hypertext version and one identical in the linear version. To investigate the influence of the nature and content of the text, the first experiment contained a scientific text, and the second a journalistic article. After reading the texts, the informants were subjected to a questionnaire that aimed to assess important reading skills, namely: understanding global/theme, location explicit information, inference of implicit information, establishment of local coherence relations and establishment of relationships coherence links. The responses were analyzed quantitatively, the second reading, and guided by the Blending Theory of Fauconnier (1994, 1997, 1998, 2002), we showed how we operate with mental spaces, as well as establish relationships and connections between them in the construction signification.