Learning disabilities in writing and reading comprehension

Authors

  • Karla Aparecida Zucoloto
  • Fermino Fernandes Sisto

DOI:

https://doi.org/10.5380/psi.v6i2.3303

Keywords:

learning disabilities in writing, reading comprehension, initial school grades

Abstract

This study aimed to investigate the difficulties of reading comprehension faced by some children in learning the written language. 194 second and third grade students from a public school in the suburbs of Poços de Caldas were studied. The students were ranked according to the learning difficulties they had in written language by the ADAPE test. The reading comprehension was evaluated in two texts in cloze procedure, which presented different numbers of blanks. The results showed that in the second and third grades the mistakes in reading comprehension increased according to the written learning difficulties, and that older students made more mistakes than the younger ones. Besides, the genre did not present statistically significant relations. The tendencies of both second and third grades were similar, although the third grade students are making a habit of repeating the errors.

Keywords: learning disabilities in writing; reading comprehension; initial school grades.

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How to Cite

Zucoloto, K. A., & Sisto, F. F. (2002). Learning disabilities in writing and reading comprehension. Interação Em Psicologia, 6(2). https://doi.org/10.5380/psi.v6i2.3303

Issue

Vol. 6 No. 2 (2002)

Section

Articles

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