Leitura em voz alta versus leitura silenciosa: análise de compreensão textual em crianças

Abstract

The objective of this study is to verify the existence of differences in reading comprehension when performed reading aloud and silent. Reading is the ability to decode and understand the text read. The comprehension depends on the decoding, but this is not enough for the comprehension occurs. Reading has mechanisms at different levels, from the most basic to the most elaborate, to reach comprehension. During reading can be used two brain processes, that vary according to how the text is read. Visual processing occurs during silent reading, while the auditory processing occurs while reading aloud. They were studied 20 children between 3rd and 4th years of primary school, aged 8-9 years, of both sexes. The instrument used for this research was the PROCOMLE and the data were analyzed based on the scores submitted by the test and with the support of SPSS. The results pointed to the reading aloud as the best facilitator of textual understanding, based on the capacity to form the textual macrostructure and infer presented by the children in this reading mode.