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

Authors

  • Lucilene Bender de Sousa Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
  • Lilian Cristine Hübner Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.5007/1984-8412.2017v14n2p2044

Abstract

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. 

Author Biographies

Lucilene Bender de Sousa, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul

Doutora em Linguística pela PUCRS e professora do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). E-mail: lucilene.sousa@ibiruba.ifrs.edu.br

Lilian Cristine Hübner, Pontifícia Universidade Católica do Rio Grande do Sul

Professora adjunta da Faculdade de Letras e do Programa de Pós-Graduação em Letras da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) e pesquisadora de Produtividade em Pesquisa do CNPq. E-mail: lilian.hubner@pucrs.br.

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Published

2017-06-23

Issue

Vol. 14 No. 2 (2017)

Section

Article

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