Lucicleide Maria de Cantalice

Produção científica de 10 anos da revista Psicologia Escolar e Educacional (1996/2005)

Esta pesquisa visou investigar a producao cientifica de dez anos de publicacoes da Psicologia Escolar e Educacional. A analise baseou-se em alguns criterios da metaciencia, a saber, autoria, tematica, discurso e analise dos tipos de avaliacoes. Os resultados evidenciaram que a Psicologia Escolar e Educacional aumentou o numero de artigos publicados nos ultimos cinco volumes, bem como manteve a regularizacao de sua periodicidade. A maior parte das publicacoes foi de pesquisas de campo, e a regiao sudeste foi a que apresentou maior numero de trabalhos. Houve predominância da autoria multipla e feminina. A diversificacao das tematicas foi ampliada, havendo uma distribuicao entre varios assuntos de interesse para a area. O nivel escolar mais estudado foi o ensino superior e o menos focalizado nos artigos foi o ensino medio. Conclui-se que a producao divulgada no periodo revela o amadurecimento da area, mas aponta para alguns aspectos que poderao ser mais explorados em futuras publicacoes.

Estratégias de leitura e compreensão textual em universitários

In this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of São Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages. Key-words: Reading, Cloze testing, College Students. Estrategias de lectura y comprensión textual en estudiantes universitariosIn this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of Sao Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages.

Reading strategies and textual comprehension among university students

In this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of São Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages. Key-words: Reading, Cloze testing, College Students. Estrategias de lectura y comprensión textual en estudiantes universitariosIn this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of Sao Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages.

Estrategias de lectura y comprensión textual en estudiantes universitarios

In this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of São Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages. Key-words: Reading, Cloze testing, College Students. Estrategias de lectura y comprensión textual en estudiantes universitariosIn this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students’ age. We work with one hundred and ten students from Psychology course at a private University located in the State of Sao Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze’s scores. It was also possible to evidence the differences in the university students’ reading comprehension according to their ages.

The ten-year Scientific production of School and Educational journal (1996/2005)

Esta pesquisa visou investigar a producao cientifica de dez anos de publicacoes da Psicologia Escolar e Educacional. A analise baseou-se em alguns criterios da metaciencia, a saber, autoria, tematica, discurso e analise dos tipos de avaliacoes. Os resultados evidenciaram que a Psicologia Escolar e Educacional aumentou o numero de artigos publicados nos ultimos cinco volumes, bem como manteve a regularizacao de sua periodicidade. A maior parte das publicacoes foi de pesquisas de campo, e a regiao sudeste foi a que apresentou maior numero de trabalhos. Houve predominância da autoria multipla e feminina. A diversificacao das tematicas foi ampliada, havendo uma distribuicao entre varios assuntos de interesse para a area. O nivel escolar mais estudado foi o ensino superior e o menos focalizado nos artigos foi o ensino medio. Conclui-se que a producao divulgada no periodo revela o amadurecimento da area, mas aponta para alguns aspectos que poderao ser mais explorados em futuras publicacoes.

Producción científica de 10 años de la Psicología Escolar y Educacional (1995/2005)

Esta pesquisa visou investigar a producao cientifica de dez anos de publicacoes da Psicologia Escolar e Educacional. A analise baseou-se em alguns criterios da metaciencia, a saber, autoria, tematica, discurso e analise dos tipos de avaliacoes. Os resultados evidenciaram que a Psicologia Escolar e Educacional aumentou o numero de artigos publicados nos ultimos cinco volumes, bem como manteve a regularizacao de sua periodicidade. A maior parte das publicacoes foi de pesquisas de campo, e a regiao sudeste foi a que apresentou maior numero de trabalhos. Houve predominância da autoria multipla e feminina. A diversificacao das tematicas foi ampliada, havendo uma distribuicao entre varios assuntos de interesse para a area. O nivel escolar mais estudado foi o ensino superior e o menos focalizado nos artigos foi o ensino medio. Conclui-se que a producao divulgada no periodo revela o amadurecimento da area, mas aponta para alguns aspectos que poderao ser mais explorados em futuras publicacoes.