Estratégias para melhorar a compreensão de leitura entre jovens e adultos em alfabetização

Abstract

The present study compared the efficiency of two organizational strategies (personal experience and mental imagery) on promoting reading comprehension among teenagers and adults from public middle schools. A total of 30 students were interviewed, they were submitted to a tust stage of the experiment where their reading abilities were tested and they were classified according to their reading deficiencies. Later they were randomly distributed in three groups: a control group (GI) and two experimental groups (GII and GIII). Students from the GII group received the instruction to make use of a strategy where they established relationships between their personal experience and the narrative; students from the GIII group were encouraged to make use of a mental imagery strategy; Students from the GI group didn't receive any training but they did al1the same tasks that students from GII and GIII. Results indicate that students from the experimental groups (GII and GIII) obtained a significant better result over the control group (GI) when answering inferential questions. These results indicate that both organizational strategies are in fact efficient, promoting a better reading comprehension among adults from EJA (education for adolescents and adults).