<b>Relations between reading comprehension, reading procedures and previous knowledge, considering reading objectives

Abstract

In this article the purpose is to report psycholinguistic research that examined the relations between reading comprehension, reading procedures (whole text/part of the text; reading/rereading; supporting parts) and previous knowledge, considering three reading objectives: produce summary (1); search for specific information (2); propose solutions to the problems exposed in the text (3). For this, first are exposed the fundamentals of objective of reading (Solé, 1998; Giasson, 2000), reading comprehension and processing (Kato, 1999; Smith, 2003; Scliar-Cabral, 2008) and previous knowledge (Kleiman, 2000; Ramos, 2001). After that, the research in its design is described – objectives; research questions; subjects (91 students of the 1st year of High School, three groups, one by objective); instruments (reading comprehension, reading procedures and previous knowledge); and procedures for data analysis. The results from the data collected and treated are also exposed: favoring comprehension by reading the full text in objectives 1, 2 and 3; text rereading collaboration for comprehension in objective 2 (inverse in objective 3); favoring comprehension in objective 1 by the support in several segments of the text (inverse in objectives 2 and 3).