The role of phonological awareness in reading comprehension

Cárnio, Maria Silvia; Vosgrau, Jéssica Sales; Soares, Aparecido José Couto

doi:10.1590/1982-0216201619518316

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ORIGINAL ARTICLES • Rev. CEFAC 19 (5) • Sep-Oct 2017 • https://doi.org/10.1590/1982-0216201619518316 copy

The role of phonological awareness in reading comprehension

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

to characterize the performance of 4^th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them.

Methods:

60 children enrolled in the 4^th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis.

Results:

those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups.

Conclusion:

students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

Keywords:
Evaluation; Reading; Comprehension; Education; Learning

Group	PROLEC Sentence Classification			Total
Group	Below Average	Average	Above Average	Total
With indications -School A	11	9	1	21
	52.4%	42.9%	4.8%	100.0%
Without Indications - School A	1	3	13	17
	5.9%	17.6%	76.5%	100.0%
Total	12	12	14	38
	31.6%	31.6%	36.8%	100.0%
With indications - School B	2	2	5	9
	22.2%	22.2%	55.6%	100.0%
Without Indications - School B	0	0	13	13
	0.0%	0.0%	100.0%	100.0%
Total	2	2	18	22
	9.1%	9.1%	81.8%	100.0%

Group	School	N	Average	Standard Deviation	Minimum	Median	Maximum
With indications	SCHOOL A	21	7.9	4,9	0	9	16
	SCHOOL B	9	12.0	1,7	9	13	14
	Total	30	9.1	4,6	0	10	16
Without Indications	SCHOOL A	17	13.7	1,5	11	14	16
	SCHOOL B	13	14.2	1,4	11	15	16
	Total	30	13.9	1,5	11	14	16

Groups	PROLEC Text Classification			Total
Groups	Below Average	Average	Above Average	Total
GWI	22	4	4	30
	73.3%	13.3%	13.3%	100.0%
GWOI	7	5	18	30
	23.3%	16.7%	60.0%	100.0%
Total	29	9	22	60
	48.3%	15.0%	36.7%	100.0%

ABRAMO Associação Brasileira de Motricidade Orofacial Rua Uruguaiana, 516, Cep 13026-001 Campinas SP Brasil, Tel.: +55 19 3254-0342 - São Paulo - SP - Brazil
E-mail: revistacefac@cefac.br

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[1] Mailing address: Aparecido José Couto Soares, Universidade de São Paulo - Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Rua Cipotanea, 51, CEP: 05360-000 - São Paulo, São Paulo, Brasil, E-mail: ajcsoares@usp.br