Questão 2600905

• Banca: CESPE / CEBRASPE
• Órgão: SEDUC-CE
• Ano: 2013
• Provas: CESPE - 2013 - SEDUC-CE - Professor Pleno I - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

      Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: children with poor comprehension (PC), children with poor word reading and poor comprehension (poor readers, PR) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures.

Orly Lipka and Linda Siegel. The Development of Reading Comprehension Skills in Children Learning English as a Second Language. In: Reading & writing. vol. 25, 2012, p. 1873-1898. Internet 

Concerning the text, choose the correct option.

• A. It can be inferred that the GC group performing better than the PC group was not expected
• B. Research and theories of comprehension are more commonly based on English as a Second Language.
• C. The group of students that was investigated was from kindergarten.
• D. Some aspects used as comparison between L1 and ESL speakers were word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness.
• E. The sample group was divided in three, according to the ages of their members.

Gabarito: D

Comentários

• letra D

  The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed.

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• d)Some aspects used as comparison between L1 and ESL speakers were word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness.

  "The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed".

• d-

  The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed.