Coeficiente de progressão da fluência de leitura no acompanhamento de escolares do ensino fundamental i

Abstract

ABSTRACT: Reading fluency is seen as a goal in the development of oral reading and can, more quickly and objectively, indicate the evolution of student performance. The National Common Curricular Base of Brazil provides that between the 3rd and 5th grade of Elementary School the student must read autonomously and fluently with adequate textuality. Thus, the objective of this study is to verify whether reading fluency can be used as a competency indicator with the advancement of the school year for Elementary School students. This is an observational, longitudinal and descriptive study. Thirty-six children enrolled from the 3rd to the 5th grade of Elementary School participated, 18 of whom were the target population of Special Education or contemplated by the policy in the Distrito Federal, Brazil. The fluency of textual reading was assessed with an interval of 5 months with the variables reading rate and accuracy. The intergroup comparison showed superior results for the Control Group in both variables, whereas the intragroup indicated a statistically significant evolution only for the Interest Group. The Progression Coefficient was developed, whose results showed an evolution in the reading fluency measures. Thus, reading fluency seems to be an indicator of reading competence for Special Education