Reading: Relationship between Phonological Awareness, Reading Comprehension, and Perception of Teachers

ABSTRACT

In Portugal exists a lack of valid instruments assessing the processes involved in reading. During the validation process of the PROLEC-Rbattery (concurrent and predictive validity) the relations were analyzed between phonological awareness, reading comprehension and teachers´ perception of the reading capacity of students. In this study 30 students in their 4th year participated. Statistically significant and positive correlations were found between phonological awareness and the teachers´ perception of the reading skills of students and between reading comprehension and teachers´perception. However, no statistically significant associations were found between phonological awareness and reading comprehension. These results do not concur with those obtained in most studies, which can be justified by the small sample size.

Keywords:
reading; phonological awareness; oral language; written language