CoDAS · 2015
The relevance of receptive vocabulary in reading comprehension.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Nalom Ana Flávia de Oliveira, Soares Aparecido José Couto, Cárnio Maria Silvia
Аннотация
PURPOSE: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.
METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.
RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.
CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.
METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.
RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.
CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.