Reading Comprehension and Self-Perceived School Performance in Elementary School

Abstratct This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2nd to 9th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically significant differences between Cloze score and self-perception of academic performance. In general, it can be stated that the students who presented better levels of reading comprehension are also the ones that better self-assessed. The data are discussed considering the psychoeducational implications concerning the mode of education investigated.

摘要 本研究旨在探究中小学生的阅读理解能力，及其与学业表现自我认知之间的潜在关联。本研究共纳入来自圣保罗州与巴拉那州公立学校的298名2至9年级学生。本次调研采用两项完形填空测试（Cloze test）：一项针对小学基础教育第一阶段学生，另一项针对中学基础教育第二阶段学生。结果显示，参测学生整体具备符合教学要求的阅读理解能力。同时可观察到，完形填空测试得分与学业表现自我认知之间存在统计学意义上的显著差异。总体而言，阅读理解能力水平更高的学生，其学业自我评估表现也更优异。本研究结合本次调研所涉及的教育模式，对数据的心理教育学启示展开了讨论。