<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000200669</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i2p669-693</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensão leitora e desempenho acadêmico no Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension and academic performance in High School]]></article-title>
<article-title xml:lang="es"><![CDATA[Comprensión lectora y rendimiento en la Escuela Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[THORNTON]]></surname>
<given-names><![CDATA[Alessandra Figueiró]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CORSO]]></surname>
<given-names><![CDATA[Luciana Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>669</fpage>
<lpage>693</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000200669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000200669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000200669&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A compreensão leitora é uma habilidade complexa e desafia muitos estudantes. Investigações nessa temática são ainda escassas no Ensino Médio, apesar de fundamentais, pois a falta de domínio da compreensão compromete a aprendizagem do adolescente, dificultando sua ascensão à Educação Superior. Este estudo, fundamentado na Psicologia Cognitiva, teve o objetivo de investigar a relação entre a compreensão leitora (tarefa Cloze) e o desempenho acadêmico (prova de Linguagens do Enem) em 80 alunos do 3º ano do Ensino Médio. Trata-se de um estudo quantitativo, com análise descritiva e inferencial dos dados. Verificaram-se correlações (Spearman) significativas e positivas, de modo que uma melhor compreensão leitora relaciona-se a um melhor desempenho acadêmico. As implicações educacionais sugerem um olhar amplo sobre essa habilidade que requer avaliações múltiplas, intervenções multiníveis, além de políticas educacionais voltadas para o desenvolvimento da compreensão leitora no Ensino Médio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora es una habilidad compleja y desafía a muchos estudiantes. Las investigaciones sobre este tema aún son escasas en la escuela secundaria, aunque es fundamental, ya que la falta de dominio de la comprensión compromete el aprendizaje de los adolescentes, lo que les dificulta ascender a la educación superior. Este estudio, basado en la Psicología Cognitiva, tuvo como objetivo investigar la relación entre la comprensión lectora (tarea Cloze) y el rendimiento académico (ENEM) en 80 estudiantes en el tercer año de la Escuela Secundaria. Se trata de un estudio cuantitativo, con análisis de datos descriptivos e inferenciales.Se encontraron correlaciones significativas y positivas (Spearman), por lo que una mejor comprensión de lectura se relaciona con un mejor rendimiento académico. Las implicaciones educativas sugieren una visión amplia de esta habilidad que requiere múltiples evaluaciones, intervenciones de varios niveles y políticas educativas para desarrollar la comprensión lectora en la Escuela Secundaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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