Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships

Abstract This article aimed to analyze the level of reading comprehension in elementary school students; to verify differences between school years for the Cloze test; investigate possible relationships between reading comprehension, learning strategies and verbal reasoning, and verifying whether verbal reasoning can predict the other variables. The participants were 470 students from grades 2 to 9 from the public network of a city in the north of Paraná, who answered the Cloze test and the Assessment Scale of Learning Strategies. Of the total sample, 45 students were selected to respond to the Wechsler Scale Verbal Scale of Abbreviated Intelligence. The sample presented a level of independent reading comprehension, and significant differences were found among students of the 2nd, 3rd and 4th years in comparison to the other school years. Statistically significant and positive correlations were obtained between the constructs, and the verbal reasoning showed to predict the other variables.

摘要
本研究旨在探究小学生阅读理解水平，验证不同年级在完形填空测试（Cloze test）中的表现差异，分析阅读理解、学习策略与言语推理之间的潜在关联，并验证言语推理能否预测其余变量。本研究的参与者为巴西巴拉那州北部某城市公立学校体系中470名2至9年级的学生，所有参与者均完成了完形填空测试与学习策略评定量表（Assessment Scale of Learning Strategies）。在全部样本中，选取45名学生参与韦克斯勒简化言语智力量表（Wechsler Scale Verbal Scale of Abbreviated Intelligence）测试。样本整体具备独立阅读理解能力，且2、3、4年级学生的表现与其余年级学生相比存在显著差异。各研究构念间存在具有统计学意义的正相关关系，同时言语推理可有效预测其余变量。