Relações entre as práticas de literacia familiar, fluência leitora e as habilidades auditivas de escolares do ensino fundamental

Abstract

Introduction: Reading fluency is the ability to read with natural speed, accuracy and expressiveness. It is known that family literacy practices are related to the acquisition of basic skills for the development of reading fluency. However, there is a lack of national studies that address the relationship between family literacy and school reading. Likewise, auditory skills allow the identification and recognition of phonemes and the acoustic cues that differentiate them, which is why they are fundamental for learning to read. However, there is a need to understand the relationship between listening skills and reading fluency norms. Objective: To investigate the reading fluency of elementary school students and the association with family literacy practices, auditory processing skills and sociodemographic aspects. Methods: The convenience sample consisted of 76 students from the 2nd to the 5th-grade of a public school in the Belo Horizonte Education Network. Reading fluency was assessed based on the number of words read per minute (WMP) – fluency rate, words read correctly per minute (WCPM) – accuracy rate and percentage of reading errors. To evaluate family literacy practices and sociodemographic aspects, a questionnaire and a form were used, respectively, prepared by the authors. The auditory abilities of temporal ordering, temporal resolution and figure-ground auditory were assessed using the Verbal Sequential Memory Test (VSMT), Non-Verbal Sequence Memory (NVSM), Random Gap Detection Test (RGDT) and Dichotic Digit Test (DDT) in the binaural integration task. In data analysis, the Mann-Whitney, Kruskal-Wallis, Spearman coefficient and multiple linear regression tests were used. Results: Study 1 aimed to relate fluency and errors in reading with family literacy practices and sociodemographic aspects. An association was observed between access to the Bible, drawing, visiting bookstores/libraries, and using video games, and reading fluency performance. There was a weak positive correlation between reading fluency and age. 5th-grade students showed a better fluency rate. The guardian's degree of kinship explained 68.9% of the variability in reading fluency when the father was the relative interviewed. The objective of study 2 was to relate the parameters of reading fluency (fluency rate, accuracy rates and reading errors) in reading texts with the same parameters in reading words and pseudowords, auditory processing skills and sociodemographic aspects. The results showed that the majority of students with inadequacy in the verbal sequential memory test had worse fluency and reading accuracy rates, but there was no statistical difference. An increase of one unit in the dichotic digit test in the right ear resulted in a decrease of 15.67 units in text reading errors. Positive and negative correlations of moderate to strong magnitude were observed between reading fluency norms of texts, words and pseudowords. Likewise, there were positive correlations of weak to moderate magnitude between fluency, text reading accuracy and age. Male students had a higher fluency and accuracy rate. 5th-grade students performed better in reading fluency and accuracy, as did those whose father was the responsible interviewed guardian. Conclusion: Thus, there is a relationship between reading fluency, family literacy practices, auditory processing skills and sociodemographic factors.