Interrelationship between phonological processing and reading comprehension in the 2nd to 4th grade of elementary school

a longitudinal study

Authors

  • Renata Mousinho Universidade Federal do Rio de Janeiro
  • Jane Correa Universidade Federal do Rio de Janeiro

Keywords:

Reading, Comprehension, Language Development

Abstract

Introduction: The relationship between language and cognitive skills of phonological processing for reading comprehension is examined in 2nd, 3rd and 4th grades. Methods: Forty-five children were interviewed individually during 3 consecutive years at the beginning of the school year, for the assessment of reading comprehension and each of the phonological processing: phonological awareness, working memory and rapid automatized naming. Results: All phonological processing skills correlated significantly with reading comprehension at the beginning of the process of school literacy. At this stage, reading comprehension seems to depend on the automaticity in reading, which needs to be precise, fast and fluent. Conclusion: Working memory and syllabic awareness correlated with reading comprehension in all grades studied, suggesting the importance of phonological processing skills to the dynamic integration of the text during the act of reading.

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Author Biographies

Renata Mousinho, Universidade Federal do Rio de Janeiro

Fonoaudióloga. Mestre em Linguística pela Universidade Federal do Rio de Janeiro (UFRJ). Doutorado em Linguística pela UFRJ. Professora da Graduação em Fonoaudiologia da UFRJ.

Jane Correa, Universidade Federal do Rio de Janeiro

Graduada em Psicologia pela Universidade do Estado do Rio de Janeiro, Mestre em Psicologia Cognitiva pela FGV-RJ, Doutorado em Psicologia do Desenvolvimento pela Universidade de Oxford, Professora Associada do Instituto de Psicologia da UFRJ, Coordenadora das Oficinas de Leitura e Escrita, Bolsista de Produtividade do CNPq e Cientista de Nosso Estado – FAPERJ.

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Published

2010-04-01

How to Cite

Mousinho, R., & Correa, J. (2010). Interrelationship between phonological processing and reading comprehension in the 2nd to 4th grade of elementary school: a longitudinal study. Psychopedagogy Journal, 27(82), 27–35. Retrieved from https://revistapsicopedagogia.com.br/revista/article/view/636

Issue

Vol. 27 No. 82 (2010)

Section

Original Articles

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Copyright (c) 2010 Renata Mousinho, Jane Correa

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.