The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools

http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044 This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in...

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Main Authors: Lucilene Bender de Sousa, Lilian Cristine Hübner
Format: Article
Language:English
Published: Universidade Federal de Santa Catarina, Programa de Pós-graduação em Linguística 2017-06-01
Series:Fórum Linguístico
Subjects:
Online Access:https://periodicos.ufsc.br/index.php/forum/article/view/44910
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spelling doaj-d7dcd15a020b47a5838cf3d90c4033452020-11-25T02:19:17ZengUniversidade Federal de Santa Catarina, Programa de Pós-graduação em LinguísticaFórum Linguístico1415-86981984-84122017-06-011422044206010.5007/1984-8412.2017v14n2p204427106The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schoolsLucilene Bender de Sousa0Lilian Cristine Hübner1Instituto Federal Rio Grande do Sul (IFRS)Pontifícia Universidade Católica do Rio Grande do Sul (PUC-RS)http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044 This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension.https://periodicos.ufsc.br/index.php/forum/article/view/44910Compreensão leitoraPerfil socioeconômicoRenda familiarEscolaridade parentalInvestimento em leitura
collection DOAJ
language English
format Article
sources DOAJ
author Lucilene Bender de Sousa
Lilian Cristine Hübner
spellingShingle Lucilene Bender de Sousa
Lilian Cristine Hübner
The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
Fórum Linguístico
Compreensão leitora
Perfil socioeconômico
Renda familiar
Escolaridade parental
Investimento em leitura
author_facet Lucilene Bender de Sousa
Lilian Cristine Hübner
author_sort Lucilene Bender de Sousa
title The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_short The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_full The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_fullStr The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_full_unstemmed The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools
title_sort relationship between reading comprehension performance and socioeconomic factors in southern brazilian public schools
publisher Universidade Federal de Santa Catarina, Programa de Pós-graduação em Linguística
series Fórum Linguístico
issn 1415-8698
1984-8412
publishDate 2017-06-01
description http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044 This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension.
topic Compreensão leitora
Perfil socioeconômico
Renda familiar
Escolaridade parental
Investimento em leitura
url https://periodicos.ufsc.br/index.php/forum/article/view/44910
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