Relação entre compreensão em leitura e desempenho acadêmico em cursos EAD

Abstract

There is a rising offer of remote courses whose instructional material and interactions are strongly based on textual language. In such context, this research was meant to analyze the relations between reading comprehension and academic performance of university students in remote courses. The sample was compose of 85 recently admitted students in university courses, 62,3 % women, the majority (50,6 %) aged between 18 and 20 years. It was applied the following tests: the Teste Cloze por Opção, and the Escala de Estratégias Metacognitivas de Leitura. It was used the final grade of students. The results did not reveal significant differences in student’s performance due to classroom-based learning or distance learning course. It was identified significant predictors (p < 0,01) of academic performance in distance learning course, the reading comprehension (β = 0,55) and the reading strategies (β = 0,36).