The relationship between reading comprehension performance and socioeconomic factors in southern Brazilian public schools

Abstract

http://dx.doi.org/10.5007/1984-8412.2017v14n2p2044 This paper aims at investigating the relationship between reading comprehension and socio-economic factors: parental education, family income and investment in reading. The participants were 49 good comprehenders and 37 readers with difficulties in reading comprehension, all 8th graders from public schools in Santa Cruz do Sul, a city located in the south of Brazil. Data demonstrated that parental education is more relevant than family income when related to students’ reading comprehension performance. Data also showed correlation between parental schooling and the mean investment in reading material. Thus, education level may be a determinant factor to the way parents stimulate and promote reading in their family. Further research should deepen the investigation about how parental schooling and family literacy actions contribute to the development of students’ reading comprehension.

Keywords

• Compreensão leitora
• Perfil socioeconômico
• Renda familiar
• Escolaridade parental
• Investimento em leitura