{"data":{"id":"10.6084/m9.figshare.5696131.v1","type":"dois","attributes":{"doi":"10.6084/m9.figshare.5696131.v1","prefix":"10.6084","suffix":"m9.figshare.5696131.v1","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"FERNANDA LEOPOLDINA VIANA","affiliation":[],"nameIdentifiers":[]},{"name":"IRENE CADIME","affiliation":[],"nameIdentifiers":[]},{"name":"SANDRA SANTOS","affiliation":[],"nameIdentifiers":[]},{"name":"SARA BRANDÃO","affiliation":[],"nameIdentifiers":[]},{"name":"IOLANDA RIBEIRO","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"THE EXPLICIT TEACHING AF READING COMPREHENSION. IMPACT ANALYSIS OF AN INTERVENTION PROGRAM"}],"publisher":"SciELO journals","container":{},"publicationYear":2017,"subjects":[{"subject":"160506 Education Policy","subjectScheme":"FOR"},{"subject":"FOS: Political science","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Political science","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2017-12-13","dateType":"Created"},{"date":"2017-12-13","dateType":"Updated"},{"date":"2017","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsSupplementTo","relatedIdentifier":"10.1590/s1413-24782017227172","relatedIdentifierType":"DOI"},{"relationType":"IsIdenticalTo","relatedIdentifier":"10.6084/m9.figshare.5696131","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["1234367 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"ABSTRACT In this paper, the intervention program Aprender a compreender torna mais fácil o saber for 3rd and 4th primary school grades is presented. Its main goal is to develop students’ reading comprehension, reading strategies and metacomprehension competences. The program was administered to a sample of 1,142 students of the 4th grade. The evaluation of results was designed as a single group with both pre- and post-tests. The results showed statistically significant differences between both moment of evaluation, and the results obtained by these students in the Portuguese Language Exam in 2012 showed that: the percentage of students that obtained A and B scores was higher than the national average; the percentage of the ones who obtained D and E scores was lower than the percentages obtained nationally. Future studies should be designed with the inclusion of a control group and should evaluate teachers’ perceptions about the program and its 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