Abstract:
In this paper1 1 The first author thanks to CAPES for the financial support provided for her Doctoral Training at the University of Pittsburgh in the USA in 2013, process number 18592/12-0. , we investigate the level of vocabulary knowledge and the lexical-integration ability of good and poor comprehenders at the 8th grade of Elementary School. The participants were assessed in the following tasks: reading comprehension, listening comprehension, decoding, vocabulary, lexical-semantic integration and incongruence detection. The performance comparison revealed that good comprehenders performed significantly better than poor comprehenders in the measures of vocabulary and integration. The difference in the accuracy of the integration tasks remained significant after controlling for word knowledge. The results suggest that good and poor comprehenders differentiate not only in lexical semantic knowledge but also in lexical-semantic processing.
Keywords:
Reading Comprehension; Vocabulary; Lexical-Semantic Integration; Poor Comprehenders