SciELO - Scientific Electronic Library Online

vol.22 issue51Changes in training-clinic patients: evaluation of the results and processesCommunication and Involvement: what are the Possibilities of Interconnection between Family-school? author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Paidéia (Ribeirão Preto)

Print version ISSN 0103-863X


JOLY, Maria Cristina Rodrigues Azevedo  and  PIOVEZAN, Nayane Martoni. Evaluation of the Computerized Strategic Reading Program applied to elementary school students. Paidéia (Ribeirão Preto) [online]. 2012, vol.22, n.51, pp.83-90. ISSN 0103-863X.

Nationwide studies and evaluations performed in Brazil have shown that most elementary education students have difficulties in reading comprehension, despite the fact it is a skill that is essential for academic success. This study evaluates a Computerized Strategic Reading Program (Programa Informatizado de Leitura Estratégica - PILE) intended to improve reading comprehension of elementary school students. A total of 58 students attending from the 5th to 8th grades, with a mean age of 12.52 years, participated: 29 comprised the control group (CG) and 29 comprised the intervention group (IG). A Cloze test was used pre- and post-measurement. The PILE was administered for six weeks, totaling 19 meetings. There was significant improvement from the pre- to the post-measurements for levels of reading comprehension in both the IG and the CG. The IG experienced a greater impact from the intervention, suggesting that PILE was effective in improving reading comprehension among these students.

Keywords : Elementary Education; Psychological Assessment; Reading Comprehension.

        · abstract in Portuguese | Spanish     · text in English | Portuguese     · English ( pdf epdf ) | Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License