Análise da compreensão leitora de textos narrativo, expositivo e problemáticos matemáticos: um estudo com rastreamento ocular

Abstract

This research has as its object of investigation reading comprehension and the thesis that effective reading provides better quality in obtaining knowledge and this impacts not only on the relationship with the object, but on the individual's cognitive development. The general objective is: To investigate the reading comprehension of narrative text, expository and mathematical problems of students of the 5th year of Elementary School with better and worse performance in reading through the analysis of tests of reading comprehension and eye movements. The theoretical framework on cognitive development by Piaget (1973; 1976; 1978) supports this study, in addition to being based on concepts related to literacy (SOLÉ, 1998; KLEIMAN, 2005; KATO, 1990), metacognition (LEFFA, 1996; BROWN, 1980) and eye movements (RAYNER et al, 2012; DEHAENE, 2011; 2012a, 2012b). This is an applied research with a qualitative and quantitative approach with an epistemological and cognitive basis. The instruments chosen for data collection were: narrative text reading comprehension test (Cloze technique); expository text reading comprehension test (SARAIVA; MOOJEN; MUNARSKI, 2005); school performance in Reading/Portuguese Language; reading with recording of eye movement and performing mental calculation of mathematical problems (eye tracking) divided into four stages of data collection carried out at the Visual Processing Laboratory (LabPV) of the Federal Technological University of Paraná - Ponta Grossa Campus (UTFPR-PG) . The analysis of the collected data is based on the scores generated by the software BeGaze, from the manufacturer SMI, such as heat maps (qualitative analysis) and on the variables of mean reading time, total amount of fixations and saccades in the stimulus questions, as well as, duration of fixations, number of fixations and revisits in the areas of interest, treated in a statistical way (Qtiplot and Excel). Data analysis showed that effective reading comprehension converges with prediction, inference, memory, fluency, vocabulary, oral reporting, analysis and synthesis skills. Correspondence was found between hit rates and effective reading comprehension, as well as significant correlations between reading time and reader performance. There were strong correlations between greater number of fixations in areas of interest with effective reader comprehension. There was less importance of fixations in areas of interest with understanding by number. It is concluded that effective readers in understanding narrative and expository texts performed better in reading/understanding and solving mathematical problems. Readers who were ineffective in understanding narrative and expository texts had lower performance in reading/understanding and solving mathematical problems. It is proven that the worst performance in solving mathematical problems is attributed to the inability to read and understand and, consequently, there is impairment in learning.