Reading and writing habits in technical and vocational education: a study in the context of IFRS
DOI:
https://doi.org/10.33871/22386084.2026.16.12092Keywords:
language practises, working memory, reading and writing, technical and professional educationAbstract
The present study aims to investigate reading and writing habits among students enrolled in technical and vocational education programs at the Federal Institute of Rio Grande do Sul. The study included 20 students enrolled in a post-secondary technical program and 41 students completing an integrated upper-secondary technical program. The following instruments were used: profile, reading habits, writing habits, writing habits, socioeconomic, and sociodemographic questionnaires. In addition, the Digit Span and Word Span subtests were administered. The results obtained from participants enrolled in the post-secondary program showed that most students, based on their self-assessment of their own practices, reported that they understand texts well in the classroom and read attentively to details. Among students completing upper-secondary education, data analysis revealed a significant correlation between performance on the Digit Backward test and writing habits; between Digit Backward performance and overall reading and writing habits; as well as a significant correlation between Word Span performance and writing habits. In both groups, the frequency of library visits was low, with few participants reporting regular attendance. The number of books read during the previous 12 months also varied, with many participants reporting that they had not read any books.
Downloads
References
ABEP. Critério de classificação econômica Brasil. ABEP, São Paulo, 2022. Disponível em: https://www.abep.org/criterio-brasil. Acesso em: 10 jun. 2024.
BADDELEY, Alan. Working memory: theories, models, and controversies. Annual Review of Psychology, [s. l.], v. 63, p. 1-29, 2012. DOI: https://doi.org/10.1146/annurev-psych-120710-100422
BADDELEY, Alan. D. The episodic buffer: a new component of working memory. Trends in Cognitive Sciences, v. 4, n. 11, p. 417–423, 2000. DOI: https://doi.org/10.1016/S1364-6613(00)01538-2
BADDELEY, Alan. Working memory. Oxford: Oxford University Press, 1986.
BADDELEY, Alan. D.; HITCH, G. Working memory. In: BOWER, G. H. (ed.). The psychology of learning and motivation. New York: Academic Press, 1974. v. 8, p. 47–89.
BADDELEY, Alan. Working memory, thought, and action. Oxford: Oxford University Press, 2007.
BROCA, Paul Pierre. Localisations des fonctions cérébrales: Siège de la faculté du langage articulé. Bulletin de la Société d’Anthropologie de Paris, Paris, v. 4, p. 200-208, 1863. Disponível em: https://pure.mpg.de/rest/items/item_2301218_3/component/file_2623098/content. Acesso em: 30 maio 2025.
BROCA, Paul Pierre. Remarks on the seat of the faculty of articulated language, following an observation of aphemia (loss of speech). Bulletins de la Société Anatomique de Paris, Paris, v. 6, n. 330-357, 1861. Disponível em: https://psychclassics.yorku.ca/Broca/aphemie-e.html. Acesso em: 30 maio 2025.
DIAMOND, Adele. Executive functions. Annual Review of Psychology, [s. l.], v. 64, p. 135-168, 2013. DOI: https://doi.org/10.1146/annurev-psych-113011-143750
FAILLA, Zoara. (org.). Retratos da leitura no Brasil 3. São Paulo: Imprensa Oficial do Estado de São Paulo, 2012. Disponível em: https://files.cercomp.ufg.br/weby/up/366/o/retratos_da_leitura_no_Brasil_-_livro.pdf. Acesso em: 1º ago. 2024.
FISCHER, Steven Roger. História da leitura. Tradução de Claudia Freire. São Paulo: Editora UNESP, 2009. 384 p.
FONSECA, Rochele Paz; SALLES, Jerusa Fumagalli de; PARENTE, Maria Alice de Mattos Pimenta. Instrumento de avaliação neuropsicológica breve (NEUPSILIN). São Paulo: Vetor, 2009.
GOUVEIA, Valdiney V.; GUERRA, Valeschka Martins; SOUSA, Deliane Macedo Farias de; SANTOS, Walberto Silva; COSTA, Josélia de Mesquita. Escala de Desejabilidade Social de Marlowe-Crowne: evidências de sua validade fatorial e consistência interna. Avaliação psicológica, v. 8, n. 1, p. 87-98, 2009.
FRIEDERICI, Angela D. Language in our brain: the origins of a uniquely human capacity. Cambridge: MIT Press, 2017.
HAYES, John R. Modeling and remodeling writing. Written Communication, v. 29, n. 3, p. 369–388, 2012. DOI: https://doi.org/10.1177/0741088312451260
HAYES, John Richard; FLOWER, Linda. Writing research and the writer. American Psychologist, v. 41, n. 10, p. 1106–1113, 1986. DOI: https://doi.org/10.1037/0003-066X.41.10.1106
HÜBNER, Lilian Cristine; LOUREIRO, Fernanda; TESSARO, Bruna; SIQUEIRA, Ellen Cristina Gerner; JERÔNIMO, Gislaine Machado; GOMES, Irênio; SCHILLING, Lucas Porcello. Naming and verbal learning in adults with Alzheimer's disease, mild cognitive impairment and in healthy aging, with low educational levels. Arquivos de Neuropsiquiatria, São Paulo, v. 76, n. 2, p. 93-99, fev. 2018. DOI: https://doi.org/10.1590/0004-282X20170190
MAIA, Marcus (org.). Psicolinguística e educação. Campinas: Mercado de Letras, p. 197-220,2018.
MALCORRA, Bárbara L. C.; MOTA, Natália B.; WEISSHEIMER, Janaina; SCHILLING, Lucas Porcello; WILSON, Maximiliano A.; HÜBNER, Lilian Cristine. Reading and writing habits compensate for aging effects in speech connectedness. Npj Science of Learning, v. 7, n. 1, p. 13, 2022. DOI: https://doi.org/10.1038/s41539-022-00129-8
PAWLOWSKI, Josiane; REMOR, Eduardo; PARENTE, Maria Alice de Mattos Pimenta; SALLES, Jerusa Fumagalli de; FONSECA, Rochele Paz; BANDEIRA, Denise Ruschel. The influence of reading and writing habits associated with education on the neuropsychological performance of Brazilian adults. Reading and Writing, v. 25, n. 9, p. 2275-2289, 2012. DOI: https://doi.org/10.1007/s11145-012-9357-8
PENG, Peng. The Role of Executive Function in Reading Development and Reading Intervention. Mind, Brain, and Education, 17, p. 246-256. 2023 DOI: https://doi.org/10.1111/mbe.12375
PURCELL, Jeremy J.; TURKELTAUB, Peter; EDEN, Guinevere F.; RAPP, Brenda. Examining the central and peripheral processes of written word production through meta-analysis. Frontiers in Psychology, v. 2, 239, 2011. DOI: https://doi.org/10.3389/fpsyg.2011.00239
RETRATOS DA LEITURA NO BRASIL. 6.ed. Rio de Janeiro, Instituto Pró Livro – IPL. 2024. Disponível em: https://www.prolivro.org.br/wpcontent/uploads/2024/11/Apresentac%CC%A7a%CC%83o_Retratos_da_Leitura_2024_13- 11_SITE.pdf
RICKER, Timothy J.; AUBUCHON, Ann M.; COWAN, Nelson. Working memory. Wiley Interdisciplinary Reviews: Cognitive Science, v. 1, n. 4, p. 573–585, 2010. DOI: https://doi.org/10.1002/wcs.50
SALEM, Andressa Aparecida Garces Gamarra; SILVA, Patrícia Ferreira da; FELIZARDO, Deivid; HOLZ, Maila Rossato; FONSECA, Rochele Paz. Does the frequency of reading and writing habits contribute to executive functions, intelligence, and learning in adolescents with healthy development?. Applied Neuropsychology: Child, v. 12, n. 1, p. 34-44, 2023. DOI: https://doi.org/10.1080/21622965.2022.2026222
SCHNEIDER, Fernanda; SOUSA, Lucilene Bender de; MARTINS, Sabrine Amaral; BENCKE, Diane Blank. Uma investigação sobre hábitos de leitura e escrita e funções executivas em estudantes concluintes do ensino médio. Revista (Con)Textos Linguísticos, Vitória, v. 18, n. 41, p. 166-191, 2024. DOI: https://doi.org/10.47456/rctl.v18i41.45413
SOUSA, Lucilene Bender de. Perfil dos leitores com dificuldades de compreensão e possibilidade de intervenção. In: SOUSA, L. B.; SCHNEIDER, F.; BENCKE, D. B. Leitura, discurso e cognição. Curitiba: Appris, 2020a. v. 1, p. 81-113.
SOUSA, Lucilene Bender de. Leitura e Contexto.In: SOUSA, L. B.; SCHNEIDER, F.; BENCKE, D. B. Leitura, discurso e cognição. Curitiba: Appris, 2020b. v. 1, p. 17- 49.
WERNICKE, Carl. The aphasic symptom-complex: a psychological study on an anatomical basis. Archives of Neurology, [s. l.], v. 22, n. 3, p. 280-290, 1970. DOI: https://doi.org/10.1001/archneur.1970.00480210090013
ZAHRA, R. Rastya Mutiarani; SUMIYADI; CAHYANI, Isah; SASTROMIHARJO, Andoyo. "Role of executive functions in improving students’ narrative text writing ability." International Journal of Learning, Teaching and Educational Research, v. 22 n. 6, p. 694-710, 2023. DOI: https://doi.org/10.26803/ijlter.22.6.35
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fernanda Schneider, Ana Paula de Almeida, Vanessa Soares de Castro
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
