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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Universidade Federal de Santa Catarina, Programa de Pós-graduação em Linguística
2017-06-01
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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 |
work_keys_str_mv |
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