RESUMO Essa pesquisa teve como objetivo examinar a compreensão leitora de alunos do Ensino Fundamental II em suas relações com o nível de escolaridade e as tarefas propostas. Os sujeitos da pesquisa foram 62 alunos do 6º ao 8º ano do Ensino Fundamental II, de uma escola pública da cidade de Porto Alegre (RS/Brasil). A coleta de dados foi realizada utilizando Questionário, Verdadeiro ou Falso e Múltipla Escolha, com correspondência das questões entre os conteúdos e as categorias inferenciais, e Cloze. Cada sujeito respondeu a uma tarefa apenas, sendo essa distribuição realizada aleatoriamente em cada turma de alunos. Os dados coletados foram organizados e tratados estatisticamente, possibilitando a obtenção dos seguintes resultados: com relação ao nível de escolaridade, diferença significativa no desempenho em compreensão leitora (p=0,007), indicando progressão dos escores à medida do avanço da escolaridade; com relação ao tipo de tarefa, diferença significativa (p=0,003), com a tarefa de Múltipla Escolha apresentando a maior média (4,43), a tarefa de Verdadeiro ou Falso a menor média (2,60) e as tarefas de Questionário e Cloze médias intermediárias (3,29 e 3,28, respectivamente); com relação à categoria inferencial, evolução da capacidade de realizar inferências com o aumento do nível de escolaridade.

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e article has as its theme the understanding of reading poems at school, considering its teaching, focusing on the use and awareness of the use of the guessing game by students at the end of Elementary School I. It is the purpose of the authors, given their history of actions associating universities and schools, collaborate for children to learn to read, providing theoretical knowledge from Psycholinguistics in interfaces and proposals for application in school teaching. In order to do so, the article fi rst off ers an exposition on the context of learning to read, evidencing the diffi culties of children in this context and the relationship with teaching. In the following, theoretical foundations on the psycholinguistic topics of reading mentioned above are exposed, so that professionals and students in professional preparation can analyze and deepen them considering their reading tasks. Subsequently, proposals for teaching reading at school are presented, applying these fundamentals in practical activities of guessing game in the reading of poems by authors with recognition in the history of literature for children. At the end of the article, fi nal comments are presented on the article, its organization and its contribution to the fi eld of studies and to the teaching of reading at school. Thus confi gured, the article in its foundations and its pedagogical application contributes to the advancement of the psycholinguistic fi eld in interfaces and to the teaching of reading at school insofar as it provides a theoretical-methodological path of scientifi c-pedagogical basis of use and awareness in use from the guessing game to be better known and more experienced

Abstract:The results of the official national exams show that increasingly the students have difficulty in reading and understanding texts. Among the possible reasons, there are the high illiteracy rate between the elementary students and the only basic reading performance among literates. Starting from this educational scene, the purpose of this paper is the presentation and the analysis of a textual awareness verification tool (GOMBERT, 1992), as regards coherence (CHAROLLES, 1978), using the fable, a textual genre of predominantly narrative structure (ADAM, 2011), that can be applied to students of the 6th year of Elementary Education. To this end, after the presentation of the verification tool, each question is analyzed under the bias of the studies cited above, in order to contribute with a tool to the teachers that improves the knowledge of the textual awareness situation of their students.