In this work we study the performance of students in the 3rd and 4th years of elementary school in reading comprehension (Cloze test), writing production of narration and description, considering the gender of students. We studied 60 students of a public elementary-school. Was used as material: an informed Consent Form; reading comprehension test; a picture to be described and material with the subject to narration production. The comparison between the four groups (ANOVA) showed no significance difference in reading comprehension. In the description activity, the best performance was done by a 4th year male student and in narration was the 3rd year male student. Clustering the groups by schooling/gender, the Mann-Whitney test showed favorable statistical significance for the 4th year in female students.. The fourth year performance was superior to the third with no difference attributable to gender. The performance of the school was very low and we suggest that there is a need in integrating reading-writing activity
Reading comprehension; evaluation; gender
