The aim was to verify and compare the effect of strategies at Note-Taking and Mental Image training on reading comprehension among children from eight to 14 years old with difficulty in this area, from public and private schools. Firstly, they were classified in Groups of Little and Much Comprehension Difficulty (DG1 and DG2) and distributed in three groups: two experimental groups (EG1 and EG2) and a control group (CG). Then the EG1 performed the activity of Taking Notes and the EG2, the strategy of the Mental Image. The CG did not receive any training, but accomplished the same task as the experimental groups. The results demonstrate a performance significantly better of the EG1 than EG2 and CG. It was verified that DG1 progressed more on inferential subjects than DG2. Public school children succeeded the most. Both strategies caused the emergency of answers to the inferential and literal subjects.
Note-taking strategy; mental image strategy; reading comprehension
