ABSTRACT
Due to its multifaceted nature, reading comprehension has been investigated from a variety of methods. This paper focuses on a theoretical-methodological discussion about the methods usually adopted in studies with children. The analysis focused on the main characteristics of these methods, their limits, and possibilities they present in examining different aspects involved in reading comprehension. Two parameters were considered: the linguistic units investigated, and the moment at which comprehension is evaluated. The analyses and discussions conducted illustrate the close relationship between method and data, helping the researcher to have a clearer view of what methods effectively allow the examination about text comprehension.
Keywords:
reading comprehension; research methods; children