作者: Sandra Patrícia Ataíde Ferreira , Maria da Graça Bompastor Borges Dias
DOI: 10.1590/S0102-37722002000100007
关键词:
摘要: The aim was to verify and compare the effect of strategies at Note-Taking Mental Image training on reading comprehension among children from eight 14 years old with difficulty in this area, public private schools. Firstly, they were classified Groups Little Much Comprehension Difficulty (DG1 DG2) distributed three groups: two experimental groups (EG1 EG2) a control group (CG). Then EG1 performed activity Taking Notes EG2, strategy Image. CG did not receive any training, but accomplished same task as groups. results demonstrate performance significantly better than EG2 CG. It verified that DG1 progressed more inferential subjects DG2. Public school succeeded most. Both caused emergency answers literal subjects.