Metalinguistic skills, reading and reading comprehension performance of students of the 5th grade.

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-26T17:06:17Z
dc.date.available2018-11-26T17:06:17Z
dc.date.created2018-11-26T17:06:17Z
dc.date.issued2015-01-01
dc.identifierInternational Conference On New Horizons In Education, Inte 2014. Amsterdam: Elsevier Science Bv, v. 174, p. 1346-1350, 2015.
dc.identifier1877-0428
dc.identifierhttp://hdl.handle.net/11449/161946
dc.identifier10.1016/j.sbspro.2015.01.757
dc.identifierWOS:000383740201064
dc.description.abstractThis study aimed to characterize the performance of students from 5th grade on metalinguistic skills (PROHMELE), reading and reading comprehension tests. 29 students of public school, both genders, between eight to ten years and 11 months old participated this study. All students were submitted to PROHMELE and assessment of reading and reading comprehension. It was possible to verify the relationship between lower metalinguistic skills performance in the subtests of identifying the initial phoneme and syllable initial and lower performance of students on tests of reading and reading comprehension regarding questions macrostructure regarding issues of microstructure. (C) 2015 The Authors. Published by Elsevier Ltd.
dc.languageeng
dc.publisherElsevier B.V.
dc.relationInternational Conference On New Horizons In Education, Inte 2014
dc.rightsAcesso aberto
dc.sourceWeb of Science
dc.subjectLearning Difficulties
dc.subjectEarly Identification
dc.subjectAssessment
dc.titleMetalinguistic skills, reading and reading comprehension performance of students of the 5th grade.
dc.typeActas de congresos


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