Influence of retelling modality on reading comprehension assessment

Authors

  • Adriana de Souza Batist KIDA Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia.
  • Gabriela Juliane BUENO Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia.
  • Vânia Lúcia Costa de Carvalho LIMA Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia
  • Suelen Graton ROSSI Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia
  • Pablo Felicio NEPOMUCENO Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia
  • Mariana de Moraes Maldonado MARTIN Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia
  • Clara Regina Brandão de ÁVILA Universidade Federal de São Paulo, Escola Paulista de Medicina, Departamento de Fonoaudiologia

Abstract

The aim of the present study was to investigate the influence of the retelling strategy modality on the assessment of reading comprehension. Thirty-four 2nd-5th grade students (elementary school) without reading difficulties were evaluated and grouped as follows: Group 1. Oral retelling: students orally reconstructed narrative and expository texts they read (19 students); Group 2. Writing retelling: students retold these same stories in writing (15 students). The analysis conducted assessed retelling in terms of: proposition of central idea, details, inferences, and number of links. A performance reference standard (3-0) was also established from the best to the worst performance. The results obtained showed similarity between the average performance of the variables of the oral narrative text retelling groups. As for the expository texts, there were differences in the first level of links (t = -2.114, p = 0.042), and the highest average performance was found for the writing retelling group. It can be concluded that the retelling strategy modality did not influence the evaluation of the understanding of narrative texts, but the written retelling of expository texts influenced the connection of central ideas.

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Published

2023-04-14

How to Cite

KIDA, A. de S. B., BUENO, G. J., LIMA, V. L. C. de C. ., ROSSI, S. G., NEPOMUCENO, P. F., MARTIN, M. de M. M., & ÁVILA, C. R. B. de. (2023). Influence of retelling modality on reading comprehension assessment. Psychological Studies, 32(4). Retrieved from https://periodicos.puc-campinas.edu.br/estpsi/article/view/8289

Issue

Vol. 32 No. 4 (2015): Estudos de Psicologia (Campinas)

Section

PSYCHOLOGY OF TEACHING AND LEARNING

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Copyright (c) 2023 Adriana de Souza Batist KIDA, Gabriela Juliane BUENO, Vânia Lúcia Costa de Carvalho LIMA, Suelen Graton ROSSI, Pablo Felicio NEPOMUCENO, Mariana de Moraes Maldonado MARTIN, Clara Regina Brandão de ÁVILA

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