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APPLICATION IN THE EDUCATIONAL CONTEXT OF INFORMATIVE AND INSTRUCTIONAL INTERVENTION PROGRAMS FOR THE READING COMPREHENSION OF SCHOOLCHILDREN FROM THE 3RD TO THE 5TH OF ELEMENTARY SCHOOL

"Schoolchildren who have reading comprehension difficulties are out of step with their class group. This lag tends to increase over time, as curricular contents increase in quantity and complexity with the passage of school grades. Therefore, it is necessary that these difficulties are remedied so that these schoolchildren can develop academically. This study aimed to compare the performance of schoolchildren from the 3rd to the 5th of Elementary School in the application of two intervention programs in reading comprehension, one informative and the other instructional. A total of 211 schoolchildren from municipal public schools participated, of both genders, aged between eight and ten years and 11 months of age, divided into three groups, GI, GII and GIII. The schoolchildren were submitted to an assessment of reading comprehension and the results were statistically analyzed. The schoolchildren were placed in three types of program, one of control and two of intervention. The schoolchildren in the Control program did not receive specific activities aimed at the use of reading comprehension strategies. Those from the Informative program received mediation from the teacher in the application of strategies and those from the Instructional program were mediated by the teacher and the researcher. These schoolchildren received work-related activities with literal and inferential information on micro and macrostructure. The statistical results indicated that the schoolchildren of the Informative and Instructional programs, submitted to the application of the interventions, obtained superior performance in relation to the schoolchildren of the Control program, not submitted to the Intervention. The results indicated that the schoolchildren presented a lower performance, mainly for the macrostructure inferential questions, as well as indicating that after the application of the programs, the schoolchildren submitted to the intervention activities presented superior performance in reading comprehension regardless of the way in which the programs were applied. Based on the results analyzed, it was possible to conclude that the use of specific strategies aimed at reading comprehension provided significant results for the schoolchildren, since in both programs it was observed that there was an improvement in reading comprehension, although not all groups could benefit. of all proposed activities. There is, therefore, the need for revisions for applications in future studies."