Reading comprehension and textual consciousness on primary school

Abstract

The difficulties on reading comprehension in the primary school are evidenced by several official exams applied. Given these statistics and the evidences obtained through academic research and observations on children’s performance during the school life, there is acknowledgment of the situation as a problem that requires further development and finding solutions. The Psycholinguistics is giving its contribution, especially regarding the role of linguistic consciousness on reading learning. Many studies have been conducted specifically focusing on phonological consciousness. Studies on syntactic consciousness are also found, although less than phonological ones. Regarding the role of textual consciousness, few initiatives considers the students of the primary school. This makes the author proposes as the heartland of this communication the textual consciousness with support predominantly on Gombert (1992), aiming to examine the relationship between this level of consciousness and learning to read. Based on recent studies (PEREIRA; SCLIAR-CABRAL, 2012), the author presents in this paper: a) the analysis of the context of learning and teaching of reading; b) a theoretical exposition about reading learning and textual consciousness; c) the pedagogical referrals for education based on the interaction between these two topics; and d) the development of reflections on the possibility of the proposed path contribute to the solution of the worrying problem on read learning by the primary schools students.