Linguistic awareness, reading aloud and reading comprehension

Abstract

This article presents the results of a descriptive study, whose main objective was to determine the extent to which metalinguistic skills called phonological awareness and lexical awareness are related, with reading aloud and reading comprehension in a group of second grade students of primary education. Twenty-eight school children participated in the research (average age 7;7, S.D. 0.3). Measurements of phonological awareness (through a linguistic segmentation test), lexical awareness (using the lexical decision task), reading aloud (through a scale developed ad hoc for this study) and reading comprehension (using a standardized test) were used. The results showed a high correlation between the variables. At the same time, a regression analysis was carried out, which showed that the component speed of reading aloud, together with the phonemic synthesis task of the linguistic segmentation test, explain up to 68% of the variance.