Sõnasemantika ja teksti mõistmine põhikooli esimeses ja teises kooliastmes

Abstract

Word recognising is important to understand the text. When the meaning of the word does not fix in the memory then text comprehension might became a problem for a student in all school stages. The aim of the present longitudinal study was to find out to what extent student word recognition and text comprehension changes in primary school's first and second stage. The article analyses student word recognition and two different level text comprehension tasks in Grades 3 to 5. 508 students (267 girls and 241 boys) from 30 schools participated in this study. The research revealed that students who knew the meaning of different words better also had better text comprehension skills. In gender comparison, girls outperformed boys in word recognition and higher-level text comprehension task, which requires the ability to integrate information in all three consecutive years. Girls also outperformed boys in previously learned word recognition. To support students' word semantic and text comprehension skills it is necessary to take into consideration students' developmental differences and offer them age-appropriate texts.