COMPREENSÃO LEITORA, CONSCIÊNCIA SINTÁTICA E METACOGNIÇÃO SOB A ABORDAGEM DA PSICOLINGUÍSTICA EDUCACIONAL: UM ESTUDO COM O 7º ANO DO ENSINO FUNDAMENTAL

Abstract

The present study addresses the theme of reading comprehension of seventh grade students. A longitudinal study was carried out, based on the theoretical studies of Kintsch and Rawson (2013), Perfetti, Landi, Oakhill (2013) and Kato (1985, 1986), Morais (1996) and Maia (2018, 2019) and Cloze technique methodology Taylor (1953), Santos et al (2004) and Santos, Boruchovitch, Oliveira (2009) . The goal was to show that reading activities carried out through systematic teaching involving metacognition, metalanguage and syntactic awareness can lead to improvement of reading comprehension. Two Cloze tests were applied in evaluative parts of the research, one at the beginning and one at the end, in addition to five test activities during the intervention. The study suggests a significant growth in students' reading comprehension in the second test, applied after the interventional methodology, pointing to a positive impact of pedagogical actions based on metacognition, metalanguage and syntactic awareness for the development of reading comprehension.