Relação entre nomeação automática rápida e compreensão leitora em escolares do 6º ao 9º ano

Abstract

Purpose: to characterize the performance of children between sixth and nineth grade on rapid automatized naming tasks and it is relation to reading comprehension. Methods: descriptive, transversal and quantitative study. 74 northeastern public school students were assessed (44 female and 30 male), between sixth and nineth grade, without complaints of learning difficults. The sample was divided into groups, according to scholarity: G1 – 6th grade; G2 – 7th grade; G3 – 8th grade; G4 – 9th grade. The following teste were used to assess the sample: Rapid Automatized Naming, Reading Comprehension of Expositive Tests, applied individual and colectively, respectively. The data was analyzed by means of descriptive and inferential statistics, using non-parametric test Mann-Whitney. Results: the higher naming times were to objects and colors categories, without improvement with the advence of age. In relation to reading comprehension, there were high rates of non-comprehension : G1 – 35,3% ; G2 – 50% ; G3 – 81,8% ; G4 – 50%. Was not found relation between reading comprehension and the subtests of digits (p=0,229), letters (p=0,114), objects (p=0,713) and colors (p=0,845). Conclusion: public school students between sixth and nineth grade have higher rapid automatized naming times and difficulties on reading comprehension, and those two variables do not have a statistical significance relationship. This research contributes providing relevant data to future researchs on Northeast regarding identification of the profile of children with advanced age on those tasks of rapid automatized naming and reading comprehension.