Apenas grifar não melhora o desempenho de leitura

Abstract

Based on the social and educational importance of reading, compounded by socioeconomic factors and the low reading performance of future Language and Literature teachers, this study aimed to assess the reading performance of undergraduate students enrolled in this program, specifically investigating the mediating role of annotations produced during reading. To this end, an experimental methodology was adopted: volunteer students read an opinion article, produced free annotations, and answered comprehension questions, allowing comparisons between annotation types and reading performance. The results showed that students who produced more complex annotations (comments) outperformed those who made no annotations, whereas the group that only highlighted text achieved the lowest performance. It is therefore concluded that complex annotations may enhance reading comprehension and constitute a useful tool for diagnosing reading performance, particularly in the initial training of future teachers.