Resumo

GUZMAN TORRES, LEIDY TATIANA; FAJARDO VALBUENA, MARTHA ELIZABETH  e  DUQUE ARISTIZABAL, CLAUDIA PATRICIA. Narrative Textual Comprehension and Production in Primary School Students. Rev. colomb. psicol. [online]. 2015, vol.24, n.1, pp.61-83. ISSN 0121-5469.  https://doi.org/10.15446/rcp.v24n1.42314.

Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, offer average emotional support to their students, and value reading as an instrumental and recreational tool.

Palavras-chave : textual comprehension; textual production; reading habits; social value of reading; cognitive interactions; affective interactions; narrative texts.

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