Literal and inferential comprehension in Fundamental Education students
DOI:
https://doi.org/10.17058/signo.v43i77.11533Keywords:
reading comprehension, literal information, inferential information, Elementary School.Abstract
Based on psycholinguistic foundations, the present article deals with reading with a focus on the comprehension of literal and inferential information. For that, a research was carried out involving students of the 6th and 7th years of elementary school in a federal public school in the city of Porto Alegre. The reading comprehension was evaluated by a questionnaire containing six open questions, three literals and three inferences. The task was carried out based on the reading of a literary narrative text. The results showed that the inferential questions were more difficult than the literal questions for both the 6th and 7th grade students, suggesting that inferences are a complex task for students at the levels of schooling investigated. The data revealed that there were significant differences between the two groups of participants regarding the establishment of inferences, indicating that this ability evolves with school progression. In addition, as the results show, the type of inference and how literal information is presented in the text also influences comprehension.Downloads
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