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30Javier Vivaldo-Lima M.A., Miguel López-Olivas PhD. e Rosa Obdulia González-Robles M.Sc.ability in the first language, the first major predictor of L2reading in our study. In such regard, it may be the casethat the influence of psychological variables can be morestrongly differentiated in the explanation of readingcomprehension in L1 due to the fact that the reader wouldhave already developed and internalized a sound spectrumof lexical, semantic, syntactic and grammatical decodingskills, thus making it more feasible to discriminate thedifferential impact of psychological variables, inthemselves more distal to the central process under study.On the other hand, the impact of linguistic variables in theexplanation of text processing variability in L2 would beexpected to be more preeminent, since the readers’ lexical,syntactic and grammatical repertories would tend to bemore limited as a result of the limited level of linguisticcompetence in the foreign language. Hence, uponconstructing meaning from text the specialized processesassociated with the linguistic dimension of analysis wouldconstitute the strongest determinants in the constructionof meaning from text.To conclude, the model validated from this studyprovides a preliminary, non-exhaustive explanationof an otherwise extremely complex phenomenon: thedevelopment of academic written discourseprocessing skills in a foreign language. In suchregard, further research is needed in order tobroaden our explanatory framework, integrating theanalysis of the contribution of additional predictivevariables not considered in this investigation whichmay include vocabulary knowledge in L2 (Nation,1983), lexical access (Baddeley, Loggie, Nimmo-Smith & Brereton, 1985), previous knowledge(Afferbach, 1990); and socially-related factors(Parry, 1993; Street, 1993; Au, 1998)REFERENCESAfferbach, P. P. (1990). The influence of prior knowledge onexpert readers’ main idea construction strategies. ReadingResearch Quarterly, 25 (1), 31-41.Au, K. H. (1998). Social constructivism and the school literacylearning of students of diverse backgrounds. Journal ofLiteracy Research, 30 (2), 297-319.Baddeley, A., Logie, R., Nimmo-Smith, I., & Brereton, N. (1985).Components of fluent reading. Journal of Memory andLanguage, 24, 119-131.Beaugrande, R. (1984) Reading skills for foreign languages: Aprocessing approach. In A. K. Pugh & J. M. Ulijn, J. M.(1984). Reading for professional purposes: Studies andpractices in native and foreign languages. Heinemann:London.Beaule, B., & Mckelvie, S.J. (1986). Effects of locus of controland relevance on intentional and incidental memory forpassages. Perceptual and Motor Skills, 63, 855-862.Beck, I. L., & Carpenter, P. E. (1986). Cognitive approaches tounderstanding reading. American Psychologist,(October), 1098-1105.Fearch, C., & Kasper, G (1986). The role of comprehension insecond language learning. Applied Linguistics, 7 (3), 257-274.Findley, M. J., & Cooper, H.M. (1983). Locus of control andacademic achievement: A literature review. Journal ofPersonality and Social Psychology, 44 (2), 419-427.Fowler, W. S., & Coe, N. (1976). Nelson English LanguageTests. Hong Kong: Thomas Nelson & Sons.Kuhl, J. (1987). Feeling vs. being helpless: Metacognitivemediation of failure-induced performance deficits. In F.E. Weinhart & R. H. Klowe (Eds.). Metacognition,motivation and understanding. New Jersey: LawrenceErlbaum Associates, Publishers.Kuhl, J. (1991). Action versus state orientation. Psychometricproperties of the Action Control Scale (ACS 90). In J. Kuhl& J. Beckmann. (Eds.) Volition and Personality: Actionversus State Orientation (pp.). Toronto: Göttingen Hogrefe.Linn, M. C. (1978). Influence of cognitive style and trainingon tasks requiring the separation of variables schema.Child Development, 49, 874-877.Nation, P. (1983). Testing and teaching Vocabulary. Guidelines,5(1), 12-25.Mwamwenda, T. S., & Mwamwenda, B. B. (1986). Transkenianstudents’ Locus of Control and academic achievement.Psychological Reports, 59, 511-516.Parry, K. (1993). The social construction of reading strategies:New directions for research. Journal of Research inReading. 16 (2), 148-158.Pitts, M. M., & Thompson, B. (1984). Cognitive styles asmediating variables in inferential comprehension.Reading Research Quarterly, 19 (4), 426-435.Pugh, A. K., & Ulijn, J. M. (1984). Reading for ProfessionalPurposes: Studies and Practices in Native and ForeignLanguages. London: Heinemann.Romero-García, O., & Pérez de Maldonado, I. (1985). EscalaLevenson de locus de control: Análisis factorial enVenezuela. Publicación 51. Mérida, Venezuela:Universidad de los Andes.
Determinantes psicolingüísticos da compreensão de leitura em inglês como língua estrangeira 31Spiro, R. J., & Tirre, W.C. (1980). Individual differences inschema utilization during discourse processing. Journalof Educational Psychology, 72, 204-208.Street, B. V. (1993). The new literacy studies, guest editorial.Journal of Research in Reading, 16 (2).Strickland, B. R. (1989). Internal-external control expectancies.American Psychologist, 44 (1), 1-12.Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discoursecomprehension. New York: Academic Press.Vivaldo, L. J. (1992). Determinantes lingüísticos y psicológicosde la variabilidad del procesamiento del discursoacadémico escrito en lengua extranjera (inglés) enestudiantes universitarios. Master in EducationDissertation. Universidad Nacional Autónoma de México,México.Vivaldo, L. J. (1994). Lectura y evaluación: Un enfoque estratégico.Imágenes Educativas,1 (4), 3-13.Williams, E., & Moran, C. (1989). Reading in a foreign languageat intermediate and advanced levels with particularreference to English. Language Teaching (TheInternational Abstracting Journal of Language Teachersand Applied Linguists), Cambridge University Press.Witkin, H., Oltman, P., Raskin, E., & Karp, S. (1971). A manualfor the Group Embedded Figures Test. Palo Alto, CA:Consulting Psychologist.Recebido em: 19/12/02Revisado em: 01/04/03Aprovado em: 03/06/03Psicologia Escolar e Educacional, 2003 Volume 7 Número 1 21-31
Page 1 and 2: ISSN 1413-8557Revista Semestral da
Page 3 and 4: Psicologia Escolare EducacionalISSN
Page 5 and 6: SUMMARYISSN 1413-85577 EditorialPap
Page 7 and 8: EDITORIALAs perspectivas da psicolo
Page 9: Artigos
Page 12 and 13: 12iniciando pela teoria do Ensino p
Page 14 and 15: 14Clara Vasconcelos, João Félix P
Page 16 and 17: 16refletem a idéia de que a aprend
Page 18 and 19: 18REFERÊNCIASAlmeida, L. S. (1996)
Page 21 and 22: Psicologia Escolar e Educacional, 2
Page 23 and 24: Determinantes psicolingüísticos d
Page 29: Determinantes psicolingüísticos d
Page 34 and 35: 34 Geraldina Porto Wittercolonial.
Page 36 and 37: 36 Geraldina Porto WitterComo lembr
Page 38 and 39: 38 Geraldina Porto Witterde remedia
Page 40 and 41: são é pelo menos apressada, em ce
Page 42 and 43: 42 Geraldina Porto Witter13.808 pro
Page 44 and 45: 44 Geraldina Porto WitterÉ uma pro
Page 46 and 47: 46 Geraldina Porto WitterSaigh, P.
Page 48 and 49: 48 Ana Paula Porto Noronha, Flávia
Page 58 and 59: 58 Neusa Haruka Sezaki Grittide lí
Page 60 and 61: 60 Neusa Haruka Sezaki GrittiT 2e T
Page 62 and 63: 62 Neusa Haruka Sezaki GrittiO tota
Page 64 and 65: 64 Neusa Haruka Sezaki Gritticonsid
Page 66 and 67: 66 Neusa Haruka Sezaki Grittite, co
Page 68 and 69: 68 Neusa Haruka Sezaki GrittiREFER
Page 70 and 71: 70 Lílian Pacheco e Fermino Fernan
Page 78 and 79: 78 Miriam Cruvinel e Evely Boruchov
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80 Miriam Cruvinel e Evely Boruchov
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86 Patrícia Fernanda Carmem Kebach
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98primeira parte, a autora apresent
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100 HistóriaPsicologia Escolar, ex
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Sugestões PráticasSEXUALIDADE E E
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InformativoNOTÍCIAS BIBLIOGRÁFICA
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Informativo 107I CONGRESSO NACIONAL
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Informativo 1091.2. Sugestão de t
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Informativo 111Tipos Comuns de Cita
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Informativo 113No texto, citar o an
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