Reading comprehension and receptive vocabulary in Elementary School students with typical development

Colombo, Renata Correia; Cárnio, Maria Silvia

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Original Article • CoDAS 30 (4) • 2018 • https://doi.org/10.1590/2317-1782/20182017145 copy

Reading comprehension and receptive vocabulary in Elementary School students with typical development

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose

Prepare an instrument to evaluate reading comprehension and verify the influence of receptive vocabulary on the reading comprehension of 3^rd to 5^th-grade Elementary School students with typical development.

Methods

All ethical precepts were accomplished. Study participants were 69 3^rd-, 4^th- and 5^th-grade students (35 girls) with mean ages of 8.2, 9.2, and 10 years, respectively, with typical development in the School Performance Test. Half of the sample underwent the reading comprehension test using the question-and-answer method and the other half took the test using the Cloze technique. All students completed the Teste de Vocabulário por Figuras USP (TVFUSP) with 139 stimuli.

Results

The schoolchildren presented good performance in receptive vocabulary despite their low socioeconomic level. Better performance was observed in explicit questions compared with that in implicit questions. Students demonstrated more homogeneous and similar performance between the school years in the Cloze technique. No conclusive results were found regarding the correlation between receptive vocabulary and reading comprehension by the two methods.

Conclusion

There is evidence of the influence of receptive vocabulary on the reading comprehension of texts, mainly in the question-and-answer method. The prepared instrument, including both assessment methods of reading comprehension, is efficient to investigate and characterize the reading comprehension of 3^rd to 5^th-grade Elementary School students, and both methods significantly differentiated students in the 3^rd and 5^th grades.

Keywords
Comprehension; Vocabulary; Education; Evaluation; Child

	TVFUSP Classification
Grade	Below-average	Above-average	Total
3^rd	6	16	22
	27.3%	72.7%	100.0%
4^th	4	18	22
	18.2%	81.8%	100.0%
5^th	2	23	25
	8.0%	92.0%	100.0%
Total	12	57	69
	17.4%	82.6%	100.0%

Grade	n	Mean	Standard deviation	Minimum	Median	Maximum
3^rd	10	78.4	11.0	60	80	96
4^th	11	86.5	11.6	58.6	93.1	96.5
5^th	11	92.4	5.6	85.7	91.4	100
Total	32	86.0	11.1	58.6	88.25	100

Grade	n	Mean	Standard deviation	Minimum	Median	Maximum
3^rd	12	43.8	29.9	0	43.8	87.5
4^th	11	71.6	22.4	37.5	75	100
5^th	14	64.3	17.6	37.5	62.5	87.5

Grade	TVFUSP Classification	n	Mean	Standard deviation	Minimum	Median	Maximum
3^rd	Below-average	5	15.0	13.7	0	12.5	37.5
	Above-average	7	64.3	18.3	37.5	62.5	87.5
	Total	12	43.8	29.9	0	43.8	87.5
4^th	Above-average	11	71.6	22.4	37.5	75.0	100.0
	Total	11	71.6	22.4	37.5	75.0	100.0
5^th	Below-average	1	50.0	.	50	50.0	50.0
	Above-average	13	65.4	17.8	37.5	62.5	87.5
	Total	14	64.3	17.6	37.5	62.5	87.5

Grade	TVFUSP Classification	n	Mean	Standard deviation	Minimum	Median	Maximum
3^rd	Below-average	1	84.0	.	84	84	84
	Above-average	9	77.8	11.5	60	76	96
	Total	10	78.4	11.0	60	80	96
4^th	Below-average	4	80.2	16.5	58.6	84.45	93.1
	Above-average	7	90.1	6.7	79.3	93.1	96.5
	Total	11	86.5	11.6	58.6	93.1	96.5
5^th	Below-average	1	91.4	.	91.4	91.4	91.4
	Above-average	10	92.5	5.9	85.7	92.8	100
	Total	11	92.4	5.6	85.7	91.4	100

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[1] Conflict of interests: nothing to declare.