Resumen

THORNTON, Alessandra Figueiró  y  CORSO, Luciana Vellinho. Reading comprehension and academic performance in High School. e-Curriculum [online]. 2022, vol.20, n.2, pp.669-693.  Epub 21-Nov-2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i2p669-693.

Reading comprehension is a complex skill and it challenges many students. Investigations on this theme are still rare in High School, although fundamental, as the lack of mastery in reading comprehension compromises the adolescent's learning, making it difficult for him/her to ascend to Higher Education. This study, based on Cognitive Psychology, aimed to investigate the relationship between reading comprehension (Cloze task) and academic performance (ENEM) in 80 students in the 12 th grade of High School. This is a quantitative study, with descriptive and inferential data analysis. Significant and positive correlations (Spearman) were found, so that a better reading comprehension is related to a better academic performance. The educational implications suggest a broad look at this skill that requires multiple assessments, multilevel interventions, in addition to educational policies aimed at developing reading comprehension in High School.

Palabras clave : reading comprehension; reading; academic performance; High School.

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