A influência do nível socioeconômico na aprendizagem da leitura

Abstract

According to IBGE data from 2007, 2.4 million (8.4%) of children between the ages of 7 and 14 did not know how to read and write, with 87.2% of them attending school. IBGE also points out that only 3.8% of students from poor families study in private schools. The type of school is strongly associated with the family socioeconomic level, although it is not restricted to it, a factor that largely predicts reading performance. The goal of this study was to show evidence about the influence of the socioeconomic level on reading learning. The articles search wascarried out at the Scielo and Google academic bases. The analyzed publications describe the influences on the child's learning, relating them mainly to the socioeconomic level of the children, also highlighting other influences on the child's learning. They also stand out the role of the family and school in the learning process. Learning is a complex system that isrelated to several factors: environmental, biological, cognitive and psychological. The result of this article will contribute to an understanding of the child's learning difficulties, being able to think about policies and programs to be offered to this population in order to minimize the learning difficulties of these children and contribute to the process of reading.