Reading Comprehension and Self-Perceived School Performance in Elementary School

Compreensão de Leitura e Desempenho Escolar Autopercebido no Ensino Fundamental

Comprensión de la Lectura y Rendimiento Escolar Autopercibido en la Enseñanza Primaria

Abstratct

This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2^nd to 9^th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically significant differences between Cloze score and self-perception of academic performance. In general, it can be stated that the students who presented better levels of reading comprehension are also the ones that better self-assessed. The data are discussed considering the psychoeducational implications concerning the mode of education investigated.

Keywords:
elementary school; Cloze test; academic performance; reading comprehension