A relação do conhecimento prévio com a compreensão leitora mediante um olhar psicopedagógico

Abstract

Currently arising issues for the player's learning, and methods that can contribute to effective reading comprehension, from a good read. And in studies concerning the same, many variables are commonly investigated in order to seek improvements to the reader to develop an effective reading. Thus, the need to investigate more about the prior knowledge related to reading comprehension, to contribute to the reader and professionals in the field of Psychology, among others. Given the above, the objective was to see how prior knowledge interferes with reading comprehension. We used a sociodemographic questionnaire and a test that was developed, containing two tables, two texts and text each four questions. In referring to correlation table and text 1, the results have demonstrated a positive, but not significant between prior knowledge and reading comprehension. In the correlation table and text 2, the acquired results showed a positive and significant relationship between prior knowledge and reading comprehension. Thus, it was noticed that there was a contribution from the background of the participants at the time to understand the text, because the knowledge acquired and stored has been activated and assisted in reading comprehension. To make an effective and proficient reading, all aspects must be considered, so this relationship is very important to encourage readers, especially readers who have some difficulty. The psychopedagogists with all school staff involved in the learning process, should know to seek and use this relationship, so that they build a meaningful learning.